FC OF READING SERIES. * ^^ INTERMjCDIATD <^,^, 1^ ^B '..%?) V /A ■t. lIPiR. OF A GRADE Hi CV \^r ^ % SECOND AND T #;t:ii^0l m,i MARCIUS V^/ILJjBO^ '^^\ ^:^^ NEV\ -v. i,^' HARPER ^ ;"-OTHr ~--'-*^' ■'■'::':;' BOO£S£LLER, EDUCATION DEPTs n^ I Entered, according to Act of Congress, in the year one thousand eight hundred and sixty-five, by V Harper & Brothers, In the Clerk's Oflfice of the District Court of the Southern District of New York. EDUCATXON* DEFii^'" . *rf ^ •-' ^ 1 4 «* J / A i*> J • •>* " PREFACE. This Reader is designed to be used between the Second and Third Readers of the School and Family Series, by those who wish additional reading matter, of this intermediate grade, for their pupils. While the present work aims to furnish a great variety of reading exercises — much of it emotional^ with numerous les- sons on character, duty, etc. — it nevertheless adheres to the general principles on which the other Readers were written. Thus, although much the larger portion of the work consists of what may be called miscellaneous reading matter, yet a few easy lessons upon the metamorphoses, uses,^abits, etc., of Insects^ have been introduced, designed as introductory to the general subject of the Insect Woeld, which is set apart for a higher Reader. By this means, those pupils who do not progress so far as a Sixth Reader, may obtain some little elementary knowledge af some very interesting subjects in Natural History, which, at this early stage, could not be treated in detail. A feature of this Reader, to which we would call the special attention of teachers, is the series of brief Notes throughout the work, explanatory of the lessons. The ob-« ject is to make prominent the character^ design^ and tenden- cy of each lesson, in addition to its rhetorical use, and there- by to aid the teacher in questioning the pupils, and in enforc- ing upon them the truths designed to be taught, and the principles to be inculcated. The reading of every lesson should be followed by questions to the pupils, and explana- tions by the teacher, which should not be limited to what is actually contained in the lesson, but should be extended to what is appropriately suggested by it also. M69931 CONTENTS. I. ELEMENTS OF GOOD READING. ^.^^^ L Aeticulation , 7 Elementary Vocal Soundd : Exercise I. Tonic Sounds 7 " II. Tonic Sounds — continued 8 *•■ III. Subtonio Sounds 9 '^ IV, Atonic Sounds 10 " V. Miscellaneous Subtonic and Atonic Combinations 11 " VI. Faults in Articulation to be avoided 12 1. The Suppression of a Sound 12 2. The Omission of a Syllable 12 • 3. The Change of a Vowel Sound 12 4. Miscellaneous 12 5. The Blending of Syllables of DiflFerent Words 12 II. Accent and Emphasis 13 III. Inflections ^ 13 Rising and Falling Inflections 13-17 The Circumflex, or Wave 17 The Monotone 18 IV. Pbinciples op Geneeal Application 18 II. READING LESSONS. Lesson I. What Pictures Teach 19 II. Acting a Lie 21 nr. The Sparrow* 22 » IV. A Kiss for a Blow 23 V. The Young Galley-slave 25 VI. Night and Day 28 God 18 seen in every Thing 29 VII. The Snow-storm 30 VIII. A King Reproved 30 JX. Time Duncan ; . . 31 X. Riding against the Wind 34 XI. The Creation 36 XIL God has Counted all 36 XIIT. A Bargain is a Bargain 37 XIV. The Thunder-storm 40 Those designated by Italics are in Poetry. CONTENTS. V Lesson Pftg« XV. The Laughing, Happy Man 41 XVI. The Angry, Unhappy Man 42 XVII. The Things I Love 44 XVIII. Little Dick ^nd the Giant— An Allegory 45 Hymn 47 XIX. The Goldfinch 48 XX. TheOldSlate ...^ 49 XXI. Business First, and then Pleasure 52 XXII. Fickle Weather 53 XXIIL The Lord made them All 53 XXIV. Meditation 54 XXV. The Ant and the Cricket.— A Fable in Prose 55 XXVL The Antandthe CricfeL— A Fable in Verse 57 A Grain of Corn , 58 XX\TI. Jack Frost and the South Wind 59 XXVIIL Why should we Fear? 61 XXIX. The Blind Boy (Prose and Poetry) 62 Resentment and Forgiveness 63 XXX. What shall we Build? 64 XXXI. Trust and Try {Prose and Poetry) 66 XXXIL ''I Can" and "2 WilV 68 XXXIII. The Crocodile and the Ichneumon 68 XXXIV. How Beautiful the World is (Prose and Poetry) 70 XXXV. The Echo * 71 XXXVI. A Peep at the Birds 73 XXXVIL I would I xcere a Little Bird. 79 XXXVIIL Old Wonder-eyes , 81 XXXIX. Father and Daughter 85 XL. A Father's Blessing 87 XLI. The Daisy's Social Circle 88 XLII. The Selfish Boy 89 XLIII. The Lost Camel 92 XLI V. The Captive Bird's Complaint 94 XLV. The Crickets on the Hearth 95 XLVI. Leon and Clara 98 laSVU. The Little Marquis and his Sister 100 I. Their First Visit to the Country 100 II. Their Adventures on the River 101 HI. Their Adventures on the Island 103 XLVm. Time 107 The School-room 109 XLIX. The Farmer's Life 110 L. The Farmer in Spring 112 The Pearl of Truth 113 LI. Spring is Coming *. 114 LII. The Farmer in Spring — continued , 115 LIIL Labor 117 LIV. The Chestnut-bur 118 LV. The Freed Butterfly 124 vi CONTENTS. 4 Lesson Page LVI. The Farmer in Summer ." 125 LVn. The Farmer in Summer — continued 128 LVm. Give to the Poor 130 LIX. Who was the Gentleman ? 130 LX. The Music of Insects 133 LXI. The Katydid {Prose avd Poetry) 137 LXII. The Goodness of God t 139 LXIII. Courage and Presence of Mind 140 LXIV. Hf^o is my Neighbor? 145 LXV. The Uses of Insects 146 LXVL The Spider and the Fly.— A. Y&Uq 152 LXVII. Keep to the Right 154 L XVIIL The Gold Sovereign 155 LXIX. The Gold Sovereign— continued , .158 LXX. Praise the Lord 162 The Bible... 163 Mind makes the Man 163 LXXI. Caterpillars and Buttei-flies 164 LXXII. The Wormand the Butterfly 170 LXXIIL The Humming-Bird and the Butterfly.— A Fable 171 LXXIV. Dare and Do 172 A Noble Boy 172 LXXV. Bees and their Dwellings 173 LXXVI. Honeyballand Violetta; or, the Hive-bee and the Carpenter-bee 176 LXXVII. The Thrush's Song 182 LXX vm. Speak Gently • Kindly 183 LXXIX. The Farmer in Autumn 184 Bad Thought 187 Advice 187 LXXX. The Farmer in Autumn— continued 188 LXXXI. Autumn 190 LXXXIL Why call me Poor? 190 LXXXIIL The Water-rat 191 Gentle Words arid Kind Deeds 192 LXXXIV. What are Living Objects 193 LXXXV. Now and Then :—Bij-and-By 195 LXXX VT. The Crows and the Wind-mill 196 LXXXVIL Better than Pearls, Gold, and Diamonds 199 LXXXVIIL Words and Acts of Kindness 200 LXXXIX. The Farmer in Winter 201 XC. May Morning 204 XCL The Child and the Skeptic— In Prose 205 XCIL The Child and the Skeptic In Verse 206 XCIIL The Ants in the Garden 208 XGIV. The Wonders of Ant-life 211 XC V; The Child: s Prayer 215 The Record of Life 216 i INTRODUCTOSJ. ELEMENTS OF GOOD READmt^'. ' I. ARTICULATION". Aeticulation is the art of uttering accurately, and dis- tinctly, the various vocal sounds represented by letters, syl- lables, and words. Correct articulation is the basis of good reading and speaking. It implies an exact knowledge of the vocal sounds, and their use in words as determined by the best speakers. ELEMENTARY VOCAL SOUNDS. The elementary vocal sounds may be divided into three classes : eighteen Tonics^ or pure tones, represented by the vowels a, e, ^, o, ^^, and sometimes y ; fifteen /Subtonics, or modified tones, represented by the consonants b, c?, g hard,^, Z, m, n, nffy r, th soft, v, w, y, s, zh; and ten Atonies^ or mere breathings modified by the organs of speech, and represent- ed by the Aspirates /, h, k, p, s, t, th sharp, cA, sh, and wh. Exercise I. — Tonic Sounds. In the following table let the pupil give, first, the name by which the sound is designated, then the example, and, lastly, the element. After this, let him give the elements only. Name. Example. Element. Name. Example. Element. A long Fate a A before r Fare a A short Fat a A as in Last a* A Italian Far a E long Mete e A broad Fall a E short Met e * By many considered the same as short a (a) ; by others as intermediate between a ia £at, and a in far. ELEMENTS OF GOOD READING. Name. Example. Element. Name. Example. Element. I long Pine i U long Tube u I short Pin i U short Tub ti long Note 6 U obtuse Full u short ' "Not Oi as in Toil oi Hke,) l(}j}gQp:l M5v0, Ou as in Bound ou Exercise II. — Tonic Sounds, continued. Let the pupil pronounce the following words accurately and distinctly, giving to the letters in Italics the sound de- noted by the vowel at the head of the paragraph. A long, as in fate: fame, ale, ape, date, slate, gate, tame, same, flame, wave, save, whale ; sa^l, ha^l, gauge, say, great, freight, deign, they, com-pla/n', con-vey', m-veigh', neigh'-hor. A short, as in fat : hat, fat, lad, hat, man, pan, can, be- gan', fan'-cy, mar'-ry, com-pan'-ion ; pla^d, gt^ar'-an-ty. A Italian, as in far: barn, farm, mart, fa'-ther, star, car, har'-py, mar'-tyr, a-larm', balm, parch '-ment ; heart, hearth, gward, hawnt, daunt, flawnt, launch, gawnt'-let, jawn'-dice, a-vawnt'. A broad, as in fall: ball, call, hall, tall, salt, nor, form, storm, fowght, soi^ght, ought ; fault, cause, au'-gev, aw'-f\\[, aw'-thor, \aw'-jev, al'-ways, aw'-gust, bal'-sam, baw'-ble, pal'-sy. A, as in fare: care, share, dare, rare, snare, stare; hair, there, he^r, com-pare', for-bear', de-clare'. A, as in last: grass, pass, staff, dance, branch, chance, chant, graft, waft, blast, grasp, class, mas'-tiff, past'-ure, plas'-ter, bom'-bast. E long, as in mete: theme, scene, scheme; beard, ft'eld, y^eld, fiend, grieve, hrief, leaf, quay, seize, p^que, ma-r^ne', treat'-y, re-h*ef ', be-h'ef, re-ce^ve', de-ce^ve', re-cezpt', len'-ient. E short, as in mU: men, wren, bed, fed, helm, yes, chest, egg, ket'-tle, mer'-it, tep'-id ; bread, said, says, saith, fr^end, realm, man'-y, guess, leop'-ard, spe'-cial, pref'-ace, heif'-er. I long, as in pine: fine, twine, shine, smile, mile, vine, kind, ch^Id, might, isle, bUght, flzght, o-bh*ge' ; height, type, buy, sky, al-ly', de-fy'', ap-ply\ aisle, g?/^le. ELEMENTS OF GOOD READING. 9 I short, as in pin: t^n, f^n, s^nce, ft'll, p^ll, In^ss, h^ss, b^d, h^d, r^ng, pr^nce, qmnce, sk^p, whip, ser'-v^le, ag'-^le ; myth, ]yr'-ic, bw'-sy, s^6ve, cyn'-ic, cyl'-in-der. O long, as in note: told, fold, sold, vote, dome, roll, port, home, more, on'-ly, po'-et; loathe, dowgh, glo?^?, floio, sowl, sei^, beaw, \)\y!-xeau^ yeo'-man, en-croach', hawt'-boy. O short, as in^o^; blot, dot, bond, fond, pond, fox, shot, odd, rob, sob, fos'-sil, fos'-ter, do'-cile, pros'-pect ; was, wash, wand, watch, wasp, kno^(J^-edge. O, like long 00, as in move : prove, lose, tomb, do, who, dis-prove'. U long, as in tube: twne, wse, mwte, cwbe, twbe, f2^me, pi/re, k^te, flwte, d2^'-ty, cw'-bic, cw'-rate, mw'-sic, re-s^^me', en-dwre' ; wew^ few, -pew, T-wes'-day, pur-smt', beaw'-ti-fulr U short, as in tii^b : twn, si^n, hwt, jt^st, dwst, cwll, huzz, swng, thwmb, vwF-gar, hwr'-ry, htisk'-y ; son, dove, does, rowgh, tongue ; her, sir, term, verge, earth, verd'-ure. U obtuse, as in full: pwll, huW, bwsh, pwsh, pwss, pz^l'-pit, p^^l'-ley, bwtch'-er, ci'-Z>le, hab^-bler, in-ha5'-it. D, as in dale, Jab, c?ark, c?awn, dkre, c?ast'-ar Jy c7eal, debt ; c?ive, did; dome, dot, mood; dn'-ty, dvist, good. Mod'-est, de-dnce', 2t,d'-ded, wed'-ded, da'-tedf, i2i'-ded, si'-ded. G, as in ^ale, ^ay, yarb, yall, y^r'-ish, yds ; year, yuest ; yuile, yiU ; yore, yot, yoose ; ley-time', in-yulf ', yoi'-tre, yout. Bey'-yar, yew'-yaw, yuin'-ea, playue, yuard, egg, juy. A 2 10 ELEMENTS OF GOOD READING. J, as in /ail, Jack, /ar, Jaw ; Jest, ^Sst'-ure, ^en'-ius ; ^i'-ant, ^ib'-bet ; Ju'-ry, judge, Judg'-ment, Jus'-tice. Ed^e, led^e, wed^e. L, as in lame, Zamb, /ark, tall, /air, /ass ; /east, /ess ; line, hill; lone, lot, loose ; /u'-rid, /ug'-ging, bii/'-/y. Lo//, /ive'-/y, /ove'-ly, aw'-fu/-/y. M, as in made, mad, mar, mall, mare, mass ; meat, mend ; mind, mill ; moan, mot'-to, move ; mtile, miU'-lin. J/am'- mon, mo'-ment, hjmn, mem'-o-ry, me-men'-to. N, as in name, na'-val, nsup'-kin, 7z*ar-cot'-ic, naught, /^au'-ti- lus, nast'-y; neat'-ly, net'-tle; mght'-ly, nW-nj; Tio'-ble, non'-sense, noose ; nude, niim'-ber. Ban'-ner, gnaw, kneel, kitch'-en, hy'-phen. Ng, as in hang, king, ving'-ing, fUng'-mg, an'-ger, con'- gress, noih'-ing, -pro-long', dri?2k, plank, lynx, tin'-ker, ran'- kle, mon'-key, con'-quer, an'-chor. R, as in raid, rad'-i-cal, de-bar', rare, rasp, rear, rest, rise, riv'-er, ro'-ver, rot-ten, rood, ru'-ral, riish. E-ter'-nal, for'-mer, for-bear', mur'-mur. Th, soft, as in ^Aat, ^Ais, ^Aese, ifAose, with, thus, tithe, clothe, hreth'-ren, far'-thing, fa'-ther, brea^Ae, wreathe, hea'-then, there'-fore. V, as in vain, val'-id, var'-nish, vast, veal, vest, vile, vir-lain, vote, viv'-id. Weave, sev'-en, re-vive', re-volve', pre-serve'. W, as in wail, wag, wall, ware, weak, west, wild, will, wove, woof. Be-'i^are', way' -ward, i^orth'-less, ?^el'-come. Y, as in you, use, use'-ful, year, ya-^n, yawl, young, yon'- der, mil^-^on, fil'-^al, pon'-^ard, span'-^el. Z, as in ^eal, zest, zine, zone, as, was, maze, prize, flies, a-rise', dai'-sies, prais'-es, bree^'-es. Zh, as in as'-ure, bra'-sier, gla'-der, leis'-ure, meas'-ure, o'-sier, seis'-ure, vis'-ion, col-lis'-ion, pleas'-ure, treas'-ure, Exercise IY. — Atonic Sounds. F, as in/ame,/an,/ar,/all,/are,/ast,/east, in;/*est,/ind, fill, foam, fond, food, /u'*el, fun'-nel, fuV-lj, foil, /ound. i^n'-ci-/ul, prof-fer, craft' -j, rough, e-nough', cough, trough, laugh, laugh' -ter,phys'-ic. phan'-tom. H, as in Aate, Aad, Aall, Aair, Aearse, Aeld, Aive, Aill, Aone, ELEMENTS OF GOOD READING. H Aot, /ioot, M'-mid, Mm'-ble, Aound. ^ot'-Aouse, be-Aest', or -hand. K, as in Mle, A^al'-mi-a, ^aw, ^eel, kedge, A;ind, Mil, cane, can, car, seeA;. EcA'-o, cAo'-rus, ep'-ocA, con'-g-uest. P, as in joale, joan'-el, joar'-don, joal'-sy, ^ear, joass, peace, jt?est, joine, ^in, pole, joond, ^oor, ^u'-pil, joun'-ish, ^ul'-ley, poi'-son, ^ound. Hap'-py, ^ip'-^in, pup'-pet, ra^'-id, creep, grope. S, as in sail, sad, star, salt, cor'-sair, seal, send, slime, slim sole, sol-id, stu'-por, sub'-ject, soil, sound. /Sin'-less, sci'-ence. scene, scAism. * T, as in ^ame, i5an, ^ar, taW, tekr, task, tear, tent, time, till, tone, ^op, ^our, ^une, ^tirn. 2^i^'-ter, ma^'-^er, cri^'-ic, debt, ^aughif, ^o'-^al. Th, sharp, as in ^Aane, ^Aank, ^Aink, i^Aorn, trti^A. The'-o-vj, ^Aank'-ful, ^Aought'-ful, ^Aink'-ing, a'-^Ae-ist. Ch, as in cAase, cAat, cAarm, cAalk, cAair, cAeese, cAest, cAime, cAin, cAore, cAop, cAoose, cAurn. Church, hatcA, marcA, satcA'-el, toiicA'-ing. Sh, as in sAade, sAam, sAarp, sAare, sAeep, sAelf, sAine, sAin, sAoal, sAot, sAoot, sAun. GusA, rusA, sure, o'-cean, ac'-tion, raan'-sion, cAev-a-lier', cAam-paign'. Wh, as in wha\e, «^Aack, whari, where, wheel, whe\^, whme, whW. TFAeth'-er, ^Aip'-ping, i^Ais'-per, tcAi'-ten. Exercise V. — Miscellaneous Suhtonic and Atonic Combi- nations. 1. ^rave, breathe, breath ; draw, driit ; j^ed,j^ounce ; ^^en, ^?ide ; cleave, cleit ; crime, crust. 2. P^ay, ^^ead; pray, prove', qu^\, qwW', sAriek, sArink; screen, scrawl ; smite, smote ; speak, space. 3. iS^^ice, splash, sp^unge; spring, spread; sg'uib, s^'uill, s^'uare ; stream, s^raw ; threw, throw, thrift ; ^A?^ack, ^Ai^art ; ^loeed, twine. 4. Bar5, cur J, hnlb; urge, dirge; wolf, self; humph, tri'- umph; 'punch,\un ev'ry for ev-er-y. trav'ler for trav-el-er. sep'rate " sep-a-rate. glor'us (( glo-r*-ous. num'rous " nu-mer-ous. ob'slete (( ob-so-lete. lib'ry " li-bra-ry. mem'ry (( mem-o-ry. 3. The change of a vowel sound ; as, bas-k^t for bas-ket. ^^p-prove for «^-prove. good-nzss " good-ne55. w'm-der u w\n-dow. \\on-ust " hon-6s^. hnn-durd cc \\\xn-dred. in-stwn^ " in-stan^. sep-e-rate (( sep-a-rate. 4. Miscellaneous. wen for when. i-dear for i-de-a. wat " what. cawd a cord. wich " which. neow (( now. warn " warm. wortah (( wa-ter. The blending of syllables belonging to different words. The pure ein art, instead of The pure in heart. Two small legs, " Two small eggs. Ther ris sa calm, " There is a calm. Some mice scream, " Some ice cream. ELEMENTS OF GOOD READING. 13 II. ACCENT AND EMPHASIS. Accent is the peculiar force of voice given to one or more syllables of a word. The accented syllable is often marked thus ' ; as in win'- dow, com-mu'-ni-cate. Most words of three or more syllables have two syllables accented, as in mul'-ti-pli-ca'^-tion. The more forcible stress of voice is called the primary accent, and the less forcible is called the secondary accent. Emphasis is a forcible stress of voice upon some word or words in a sentence, on account of their significancy and im- portance. Sometimes it merely gives prolonged loudness to a word, but generally the various inflections are connected with it. Thus it not only gives additional /brce to language, but the sense often depends upon it. Examples. — I did not say he struck me' ; I said he struck John\ I did not say he struck me ; I said he pushed me. I did not say he struck me ; I said John did. I did not scly he struck me ; hut I torote it. i did not say he struck me^ but John said he did. He that can not bear a jest, should never rnake^ one. It is not so easy to hide one's faults as to mend them. Cassius. I may do that I shall he sorry for. Beutus. You have'^ done that you shduld be sorry for. Emphatic words are usually denoted by being printed in italics^ as in the above examples ; but when the emphasis is designed to be very marked, capitals are sometimes used, thus: To arms! To arms! TO ARMS! he cried. 1 repeat it, sir ; we must FIGHT. HI. INFLECTIONS. For a description of the Inflections, see the. Second Read- er, page vii. Rule I. — Direct questions, or those that can be answered by yes or no, generally require the rising inflection, and their answers the falling. ExAMPLKS.— Do jHDu think he will come to-day'? No^ ; T think he will not\ — Was that Henry'? No^ ; it was John\ — Did you see William' ? Yes\ I did^ — Are you going to town to-day'? No\ I shall go to-morrow\ 14 ELEMENTS OF GOOD READING. Rule II. — The pause of suspension^ denoting that the sense is unfinished, such as a succession of particulars that are not emphatic^ cases of direct address, sentences implying condition, the case absolute, etc., generally requires the rising inflection. Examples, — John', James', and William', come here The great', the good', the hon- ored', the noble', the wealthy', alike pass away. Friends', Romans', countrymen', lend me your ears, Jesus saith unto him, Simon', son of Jonas', lovest thou me' ? Ye hills', and dales', ye rivers', woods', and plains'. And ye that live and move, fair creatures', teir, Tell, if ye saw, how came I thus^ : how here^ ? Note. — For cases m which emphatic succession of particulars modifies this rule, see Rule VIII. Rule III. — Indirect questions, or those which can not be answered by yes or no, generally require the falling inflec- tion, and their answers the same. Examples. — When did you see him^ ? Yesterday \ — When will he come again^ ? To- morrow\ Who say the people that I am^ ? They answering, said, John the Baptist' ; but some sayEIias^; and others say that one of the old prophets^ is risen again. Rule IV. — A completion of the sense, whether at the close or any other part of the sentence, requires the falling inflection. Examples.— He that saw me' saw you also^ ; and he who aided me once' will aid me again\ In the beginning, God created the heavens and the earth\ And the earth was without form, and void^ ; and darkness was on the face of the deep' : and the spirit of God moved upon the face of the waters \ Note. — But when strong emphasis, with the falling inflection, comes near the close of a sentence, the voice often takes the rising inflection at the close. Examples, — If William does not come, I think JoTvn> wiU be here'. — If he should come, whaV would you do' ? Cassius. What night is this ? Casca. a very pleasing night to honesf" men'. Proceed''^ I am attentive'. This is the course rather of our enemies, than of friends^ of our country's liberty'. If the witness does not believe in God, or a future state, you can not swear'' him'. Rule V. — Words and clauses connected by the disjunctive or, generally require the rising inflection before the disjunct- ive, and the falling after it. Where several words are thus connected in the same clause, the rising inflection is given to all except the last. ELEMENTS OF GOOD READING. 15 Examples — Will you go' or stay^ ? I will go^ — "Will you go in the buggy', or the car- riage', or the cars', or the coach^ ? I will go in the cars^ He may study law', or medicine', or divinity^ ; or', he may enter into trade\ The baptism of John, was it from heaven', or of men^ ? Did he travel for health', or for pleasure' ? Did he resemble his father', or his mother^ Note I. — When the disjunctive or is made emphatic, with the falling inflection, it is followed by the rising inflection, in accordance with the note to Rule IV.; as, "He miist have traveled for health, or^ pleasure'." Examples. — He must either work\ or^ study'. — He must be a mechanic, or'' a lawyer'. — He must get his living in one way, or'' the other'. Note II. — When or is used conjunctively, as no contrast is denoted by it, it requires the rising inflection after as well as before it, except when the clause or sentence expresses a completion of the sense. Examples. — Did he give you money', or food', or clothing' ? No\ he gave me nothing\ Rule YI. — When negation is opposed to affirmation^ the former takes the rising and the latter the falling inflection, in whatever order they occur. Comparison and contrast (antithesis) come under the same head. Examples. — I did not hear him', I saw him\ — I said he was a good soldier\ not^ a good citizen'.— He Avill not come to-day', but to-morrow\— He did not call me', but you\ — He means dutifuP, not undutiful' I come to hury Caesar^ not to praise him'. This is no time for a tribunal of justice', but for showing mercy^ ; not for accusation', but for philanthropy^ ; not for trial', but for pardon^ ; not for sentence and execution', but for compassion and kindness \ Comparison and Contrast.— Homer was the greater genius', Virgil the better artist^ ; in the one we most admire the man', in the other the work\— There were tyrants at home', and robbers abroad'. By honor' and dishonor^ by evil report' and good report^; as deceivers', andyettrue\' as unknown', and yet well known^ ; as dying', and behold we live^ ; as chastened', and not killed^ ; as sorrowful', yet always rejoicing^ ; as poor', yet making many rich^ ; as having nothing', yet possessing all things\ When our vices leave us', we flatter ourselves we leave therm}. The prodigal robs his heir\ the miser robs himself \ Rule YII. — For the sake of variety and harmony, the last pause but one in a sentence is usually preceded by the rising inflection. Examples.— The minor longs to be of age^; then to be a man of business^; then to ar- rive at honors' ; then to retire'. Time taxes our health', our limbs', our faculties', our strength', and our features\ Rule VIII. — 1st. A Commencing Series. In an emphatic series of particulars., where the series be- gins the sentence, but does not either end it or form com- plete sense, every particular except the last should have the falling inflection. 16 ELEMENTS OF GOOD READING. Example — Our disordered heart8\ our guilty passions\ our violent prejudice8\ and misplaced desires', are the instruments of the trouble which we endure. Id. A Concluding Series, When the series ends the sentence, or forms complete sense, every particular in the series, except the last hut one, should have the falling inflection; and, indeed, a^^ should have it, if the closing member of the series is of suflicient length to admit a pause with the rising inflection, before the end. Example. — Charity sufiereth long', and is kind^ ; charity envieth not^ ; charity vaunt- . eth not itself^ ; is not puffed up^ ; doth not behave itself unseemly^ ; seeketh not her own'^ ; is not easily prouo&ed' ; thinketh no evil''. Rule IX. — Expressions of ^6^c?6r emotion, -such as grief, pity, kindness, gentle joy, a gentle reproof, gentle appeal, gentle entreaty or expostulation, etc., commonly require a gentle rising inflection. ExAMPLBS.— Mary' I Mary' I do^ not do so'. My mother' ! when I learned that thou wast dead', Say\ wast thou conscious' of the tears' I shed' ? Hovered thy spirit o'er thy sorrowing son', W^retch even then', life's journey just begun' ? I would not 'live alway'; I ask not to stay, Where storm after storm rises dark o'er the way' ; I would not live alway, thus fettered by sin'; Temptation without, and corruption within' ; — , Is your /afJier' well', the old. vnan' of whom ye spake' ? Is hJ yet alive' ? Rule X. — Expressions of strong emotion, such as the lan- guage of exclamation (not designed as'a question), authority, surprise, distress, denunciation, lamentation, earnest entreaty, command, reproach, terror, anger, hatred, envy, revenge, etc., and strong affirmation, require t\\Q falling inflection. Examples. — What a piece of work is man^ ! How noble in reason^ ! how infinite in faculties^ 1 in action', how like an angeP ! in apprehension', how like a God^ ! My lords, I am amazed'' ; yes, my lords, I am amazed'' at his Grace's speech. Woe unto you Pharisees^ ! Woe unto you Scribes^ 1 You blocks^ you stones^ you worse than senseless things^ ! Go to the ant\ thou sluggard^ ; consider her ways, and be wi8e\ Jesus saith unto her, Mary'. She turned herself, and said unto him, Rahboni\ I tell you, though you'', though all the world'', though an angel from heaven'' should de- clare the truth of it, I could not believe it. I dare^ accusation. I defy^ the honorable gentleman. I'd rather be a dog'', and bay the moon^, than such a Eoman'. Cas. O ye aods^! ye god8\' must I endure all this' ? Bbu. All this ? ay\ and more\ ELEMENTS OF GOOD READING. 17 Note. — When exclamatory sentences become questions they require the rising inflection. Examples.— Tftoi are you s&jing' I— Where are you going' ! They planted by your care' ! No^ ! your oppressions planted them in America\ THE CIRCUMFLEX OK WAVE. Rule XI. — Hypothetical expressions, sarcasm, and irony, and sentences hnplying a comparison or contrast that is not fully*expressed, often require a union of the two inflections on the same syllable. Explanation. — In addition to the rising and falling inflections, there is what is called the circumjlex or wave, which is a union of the two on the same syllable. It is a significant twisting or waving of the voice, general- ly first downward and then upward, but sometimes the reverse, and is at- tended with a sensible protraction of sound on the syllable thus inflected. It is marked thus : (""") as, "I may possibly go to-morrow, though I can not go to-day." "I did it myself, sir. Surprising^ ! You did it!" Examples. — If the righteous scarcely be saved, where shall the ungodly and the sinner appear ? I grant you I was down, and out of breath ; and so was he. And but for these vile guns, he would himself have been a soldier\ Queen. Hamlet', you have your father much offended. Hamlet, Madam', y6u have my father much offended. SirvLOCK. If it will feed nothing else, it will feed my revenge. Hath a dog money' ? Is it possible a ciir can lend two thousand ducats' ? They tell Us to be moderate; but th&y, tMy are to revel in profusion. Y6u pretend to reason' ? You don't so much as know the first elements of reasoning. Note. — A nice distinction in sense sometimes depends upon the right use of the inflections. Examples.—" I did not give a sixpence'." " I did not give a sixpence^" The circumflex on sixpence implies that I gave more or less than that sum ; but the falling inflection on the same word implies that I gave noth- ing at all. "Hume said he would go twenty miles to hear Whitefield preach" (here the circumflex implies the contrast), "but he would take no pains to hear an ordinary^ preacher." " A man who is in the daily use of ardent spirits, if he does not become a drunkard\ is in danger of losing his health and character." The rising inflection on the closing syllable of drunkard would pervert the meaning wholly, and assert that, in order to preserve health and char- acter, one must become a drunkard. " The dog would have died if they had not cut off his head." "The falling inflection on died would make the cutting off his head neces- sary to saving his life. 18 ELEMENTS OF GOOD READING. A physician says of a patient, "He is better\" This implies a positive amendment. But if he says, "He is better'," it denotes only a partial and perhaps doubtful amendment, and implies, "But he is still dangerpus- lysick." THE MONOTONE. Rule XII. — The monotone^ which is a succession of words on the same key or pitch, and is not properly an inflection, is often employed in passages of solemn denunciation, sub- lime description, or expressing deep reverence and awe. It is marked with the short horizontal dash over the accented vowel. 1^^ It must not be mistaken for the long sound of the vowels, as given in the Pronouncing Key. Examples.— And one cried unto another, and said, Holy, holy, holy is the Lord of hosts. The whole earth is full of his glory. Blessing, honor, glory, and p5wer be iinto him that sitteth on the throne, and to the Lamb forever and ever. In thoughts from the visions of the night, when deep sleep falleth on men, fear came upon me, and trembling which made all my bones to shake. Then a spirit passed before my face ; the hair of my flesh stood up. It stood still, but I could not discern the form thereof : an image was before my eyes, there was silence, and I heard a voice, 8a3ang, Shall mortal man be more just than God ? Shall a man be more pure than his Maker ? IV. PRINCIPLES OF GENERAL APPLICATION. The first and most important is, "Be sure you understand what you read, and endeavor to express the sentiments of the author as you would express the same if they were your own, and you were talking. ^^ No one can read well who does not fully adhere to this principle. In the second place, those who would excel in reading should cultivate every manly and noble virtue ; for no one can fully express noble senti- ments unless he feels them. Counterfeit imitations will be detected. In the language of Dr. Blair: "A true orator" (and, we may add, a correct and effective reader) ' ' should be a person of generous sentiments, of warm feelings, and of a mind turned toward the admiration of all those great and high objects which mankind are naturally forced to admire. Joined with the manly virtues, he should at the same time possess strong and tender sensibility to all the injuries, distresses, and sorrows of his fellow-creatures ; a heart that can readily enter into the circumstances of others, and make their case his own.^' WILLSOFS INTERMEDIATE SERIES. THIRD READER. LESSON I. What Pictures Teach. [Note — ^The small superior figures throughout this book refer to the Elocutionary Rules, of which the sentences thus marked are illustrations. See preceding pages. The small superior letters refer to the definitions at the end of the lesson.] 1. Is not this a beautiful picture^?' What a fine, round, healthy, and noble face this child has^ !" How bright are his eyes^ !'" His hair is soft and 20 WILLSON'S INTERMEDIATE SERIES. curling. How round and full his amis areM'° They are almost as white as the driven* snow\ 2. Surely, this boy is the very picture of health and childish beauty. His franP and honest face tells us that he is happy. How much we can read in that face^ V He must have kind parents, who love him dearly. 3. And the young man — ^the stranger, who so kindly takes the hand of this child — has not he a fine face too^T He speaks gently to the child. You can see that in his very face. We can almost fancy'' that we hear him speak words of kindness.^ He has not an angry look. His face shows that he is a good young man. 4. And what season of the year do you suppose it is^ V Is it summer', or is it winter^ f How can you teir?' Do you think the white in the pic- ture is snow' f Does it look cold and cheerless® thereof 5. If it were snow, would the boy be barefoot'?' Would his arms be bare' f Would he be without a hat or a cap on his head'?' Would there be grass, and leaves, and flowers around him, if it were winter'?' Would he look so cheei^Ql and happy, if he were standing barefoot in the snow' V 6. Have you ever heard the cold called pinch- ing cold' V Why do we say it is pinching cold^ f Because severe cold seems to pinch up the face, and the hands, and all the parts that are exposed^ to the chilly^ air. Does this boy look as though he were pinched with cold' f Does not his open, cheerful, sunny face show that it is summer-time'?' THIRD READER 21 7. How plainly good pictures speak to usM'" How mucli they show^ !'" How mucli they may teach us, if we will study them weir !" They tell a whole story at once^ ; and they tell it in such a manner that it always interests us. They tell the story so that we can see it, as well as read it ; and what we see we do not easily forget. 8. Children, study the pictures in this book, and they will teach you many a useful lesson. Ask yourselves as many questions about them as you can, and see how many of them you can answer. * Deiv'-en, driven by the wind ; drifted. *' Feank, open ; candid ; undisguised. «= Fam'-cy, imagine ; believe. ^ Kind'-ness, good-will ; aflfection. e Cheee'-less, dreary ; gloomy, f Ex-posed', laid open, or bare; unprotect- ed: e Chill'- Y, somewhat cold. [Lesson I. is designed to show what may be learned from pictures : how much they may suggest to us, etc. Children should be taught to ob- serve closely. The teacher should ask the pupils numerous questions about the pictures, as shown in the foregoing lesson.] LESSON 11. Acting a Lie. 1. " Alfred^ how could you tell mother that wrong story^ ?" said Lucy to her brother. " You know you did eat one of the apples that were in the fruit- dish ; yet you told mother you did notr 2. "Now\Lucy^,'''' I did not tell any falsehood about it at all\ You know mother asked me if I tooh one of the apples from the dish\ and I said No\ And that wars true^; for the apple rolled off from the top of the dish when I hit the table, and I picked it up from the floor. Mother did not ask me if I ate oneV but if I took one from the (Jish .'• 22 WILLSON'S INTERMEDIATE SERIES. 3. "But you kiiow\ Alfred'/ what mother meant^; and you kaow you deceived} her;- and you meant to deceive her. And that is acting a falsehood, which is just as bad as telling a false- hood. If mother had asked you if you had eaten the apple, and you had shaken your head, would not that have been telling a falsehood' V Certain- ly it would." 4. And Lucy was right. God knows what we mean!^ as well as wliat we say^. Do you not think an a^ted lie is as wicked in his sight as a spoken lie'?' And do you not think that Alfred's con- science troubled him'?' You should never act one thing',' and mean another^, [Lesson II. illustrates the dishonest character of Alfred, and the truth-r fulness of his sister. It shows how Alfred told a falsehood — one of the white lies which some children think excusable, and how his sister reproved him for it. What is a falsehood. How a falsehood may be acted as well as spoken. Suggest other examples.] LESSON IIL The Spakeow. The Snow-bird. The Song-sparrow. 1. Who form'd the little sparrow," And gave him wings to fly^ ?3 Who shields^ him from the arrow, When flying in the sky^ 1^ THIRD READER. 23 Our Father, God, who reigns in heaven, By whom are all our blessings given. 2. And who so gently leads him Far from the fowler's snare^ P And who so kindly feeds him. And shows such tender care^ P Our Father, God, who stoops to show His grace*" to creatm-es here below. 3. And who a dress provides him, So beautiful and warm^ ?3 Who in the shelter hides him, Amid the raging storm^ ?^ Our Father, God, extends his care Through heaven and earth, and sea, and air. 4. Does God full many a favor To little sparrows give' ?i And shall we not endeavor** By faith in him to live' ?i Our Father, God, who reigns above, Is worthy of our highest love. * Spae'-e5w, a small bird. I <= Gbace, favor ; goodness. •• Shields, protects ; defends from danger. | ^ En-deav'-ob, strive : try. [Lesson III. shows God's care over even so small a creature as a spar- row. Why are wings given to the little birds ? To enable them to avoid danger, to feed upon insects flying in the air, to feed upon the seeds of ■"plants, etc. What kind of a dress birds are provided with. Its adapta- tion to their wants. Whi/ God is worthy of our highest love, etc.] LESSON IV. A Kiss for a Blow. 1. One day tlie Rev. Mr. Adams went into an infant-school in Boston. He had been there be- fore, and had told the children they might ask him any question that they pleased, whenever he came to see them. 24 WILLSON'S INTERMEDIATE SERIES 2. " Please to tell us," said a little boy, " what is meant by ovmxoming^ evil with goodly The minister began to explain it, when a little inci- dent^ occurred,^ which gave him the best explana- tion he could wish. 8. A boy about seven years of age was sitting beside his little sister, who was only six years old. As the minister was talking, George, for that was the boy's name, got angry with his sister about something, doubled up his fist, and struck her on the head. 4. The little girl was just going to strike him back again, when the teacher, seeing it, said, " My dear Mary, can't you kiss your brother^ ? See how angry and unhappy he looks\" 5. Mary looked at her brother. He looked sul- len and wretched. Her resentment"^ was soon gone, and love for her brother returned to her heart. She threw her arms about his neck, and kissed him. 6. The poor boy was wholly unprepared for so kind a return for his blow. He could not resist the gentle affection of his sister. He was wholly overcome, and he burst into tears, sobbing vio- lently. 7. His gentle sister took the corner of her apron and wiped away his tears, and sought to comfort him by saying, " Don't cry, George ; you did not hurt me much." But he only wept the more. No wonder: it was enough to make any body weep. 8. But why did George weep^ \ Poor little fel- THIRD READER. 26 lowM Would lie liave wept if his sister had struck him in return^ ? Not he. But by kissing him as she did, she made him feel more deeply than if she had beaten him black and blue. 9. Here was a Mss for a blow — love for anger; and all the school saw at once what was meant by " overcoming evil with goodP ^ 0-ver-c6m'-ing, conquering ; gaining the mastery over. ^ In'-ci-dejst, event : occurrence. <= Oo-otjk'reb, happened ; took place. y chance. ^ Pet, any little animal fondled and in- dulged. e Ex-pect'-ed, thought ; believed. ^ Passed, occurred ; took place. ^ To'-KEN, mark ; evidence ; sign. ^ Ap-pbo-ba'-tion, approval. ^ De-tect'-ei), discovered; exposed. ^ Gov'-eened, influenced. Ex-hobt', urge ; earnestly advise. J Fol'-low, imitate. [Lesson IX. This is a lesson on character. The story of " True Dun- can" is an illustration of truthfulness and honor on the part of a little boy, who was urged by his companions to tell a falsehood to shield himself from anticipated punishment. Why is a lie always cowardly .«'] LESSON X. Riding against the Wind. 1. Can you tell me what this is a picture of^ V Why does the man ride in that manner^?' Why THIRD READER. 35 does lie lean'' forward so^f Wliy is his hat drawn down over liis face^f Can lie see as well when his hat is over his eyes^ V 2. You can see that it is a windy day. Can you tell which way the wind blows^?' How can you teirf Do you see how the wind blows the hair of the horse's tedW The wind blows strong in the man's face. Perhaps it rains, also. Perhaps it is very cold. 3. Do you see how the man braces^ himself against the wind^ V If he should sit up straight, could he ride just as welF? If he should not pull his hat over his face, what do you think would be- come of his hat^ f 4. The man's hat keeps the wind and the rain out of his face. Now the hat will not be blown away. Now the man sits easy on the horse. He will not fall. 5. But why are the horse's ears turned back^?' Because, if they were not turned back, the wind would blow into them, and the rain would heat into them, and that would not be pleasant. The horse knows what to do with his ears, to keep the wind and the rain out of them. 6. If the wind blew against the back of the man, would he sit in that manner'?' How would he sit^f How would he put his hat on^?' How would the horse turn his ears^?' Would the hairs of the horse's tail look as they do now' V 7. What a change would be made in the picture, if the wind should change^ ! " The man, the horse, and the clouds would all be changed\ Kthe wind 36 WILLSON'S INTERMEDIATE SERIEa should blow against the man's back, can you tell Tiow the picture would be changed? Very much depends, in this world, upon which way the wind blows. " Lean, bend ; incline. | '' Bea'-oes, supports, by leaning forward. [Lesson X. is another illustration of how much may be told by a very simple picture. It furnishes good examples of object teaching. Let the teacher ask the pupil additional questions about the picture. An import- ant moral is suggested at the close of the lesson. Many people go just as the wind blows — that is, they move along with the current of public opin- ion.] LESSON XI. The Creation. 1. 'Twas God who made this world so fair, The shining sun, the sky, the air; 'Twas God who made the sea, the ground. And all the things we see around. 2. When He began this world to make. These are the mighty words he spake : " Let there be light^ !" ^^ His voice was heard. And then the light of day appeared. 3. The angels saw the light arise. And with their praises filled the skies : " How great our God^ ! How wise^ ! How strongM"^^ Such is their never-ending song. [Lesson XI. is a simple hymn, descriptive of the Creation. See Gen- esis, i., 3.] LESSON XIL God has Counted All. 1. Knowest thou how many stars There are shining in the sky'?^ Knowest thou how many clouds Every day go floating by' ?^ THIRD READER 37 God, the Lord, has counted all ; He would miss one, should it fall. 2. Knowest thou how many flies There are sporting in the sun'?^ How many fishes in the water' ?^ God has counted every one. Every one he called by name When into the world it came. 3. Knowest thou how many children Close their eyes in sleep at night, And without a care or trouble Wake up with the morning light ?^ God in heaven each name can tell ; Knows thee too', and loves thee well. [Lesson XII. illustrates God's omniscience, or knowledge of all things. We are told in the Bible that even "the hairs of our heads" are all num- bered by him; and that "a sparrow can not fall to the ground without his notice."] LESSOIST XIII. A Bargain is a Baegain-. 1. "A bargain is a bargain\" said Jolin Smith, who had just bought a knife of Willie Reed, and given him a kite for it. But Willie soon found that the kite was broken\ and wished to trade back again\ ^^I shall not do it\" said John. ^^ You did not ask me if the kite was broken^; and do you think I would be so foolish as to tell you of it^ V NoM'" A bargain is a bargain." 2. Yes, so it was a bargain\ but a very unfair* one. John deceived^ Willie^; and if he did not tell a falsehood\ he acted^ one^ Don't you think the knife he got in that way will be apt to cut his fingers^ f 38 WILLSON'S INTERMEDIATE SERIES. 3. As George Davis and Charley Brown were on their way to school one day, Charley took out of his basket a nice large cake which his mother had given him for his dinner. George offered him a large red apple for it. "Is it a good apple^?"' asked Charley. "Do you think I would take a poor apple to school for my dinner^?" asked George. " I tell you it is a real juicy apple\ for I know the tree on which it grew\" So Charley let him have his cake for the apple. 4. At noon, when Charley tasted his apple, he found it was so sour that he could not eat it, and he wished to trade back again. "No\" said George, " I don't trade back. A bargain is a bargain." 5. So it ivas a bargain\ George Davis'". But what Mnd of a bargain was it^?' You cheated Charley\ and you hnew it\ and you meant to do it\ You are not an honest boy\ and it was not a fail' trade\ I should not wonder if the cake should choke you when you eat it. 6. Mr. Jones went out to buy a horse. He found one that he liked, and that the owner wished to selP; but he determined to purchase him, if possi- ble, for less than he was worth. The owner asked a hundred dollars for him. 7. "What is the age of your horse^?" "Eight years old, I believe," said the man. "That is what the person from whom I bought him told me^" " Eight years old' V Why\ he is certainly more than twelve^. See how his teeth are worn down." 8. The owner could not be positive'' as to his age. "And besidesV said Mr. Jones, "he seems THIRD READER. ' 39 a little stiff in the joints\ He carries Ms head badly\ and is too hard upon the bit\ and I don't like the eolor\ If he were a bright bay^, I would give much more^ for him. I am willing to pay all he is worth^, but I can not think of offering you more than seventy-five dollars\" 9. Thus he cheapens*^ the animal as much be- low his real worth as he can. The owner can not afford to keep the horse. He is in want of money, and must take what he can get. So Mr. Jones buys the horse for seventy-five dollars ; but when he has taken the horse home^, he boasts what a good bar- gain he has made\ 10. A man very much like Mr. Jones is described in the Book of Proverbs, the twentieth chapter, and fourteenth verse : " It is naught,^ it is naught, saith the buyer ; but when he is gone his way^, then he boasteth\" 11. "I would not sell that horse for one hund- red and fifty dollars," says Mr. Jones. " He is of the right age, and just what I want. I am suited^ with him in every respect." 12. *^ But how cheap you bought him\ Mr. Jones^ Did not you cheat the man' ?'" " Cheat him^ !'" Oh no^ ! A bargain is a bargain. Every one must look out for himself \ you know." 13. But, Mr. Jones, were you honest when you told the owner that the horse was certainly twelve years old^ f Did not you like the color of the horse^^ f Were you willing to pay all he was worth to you^ f Ah, Mr. Jones^,'^ I am afraid that will be a hard-backed horse for you to ride\ 40 WICLSON'S INTERMEDIATE SERIES. 14. And then, again, lie is so stiff in tlie joints that he may stumble, and throw you. Or, what is still worse^, he is so hard upon the bit that he may run away^ with you. Are you not sorry that you bought so bad a horse', Mr. Jones' ? ^ Cheap'-ens, lessens the value, e Naught, nothing ; worth nothing, f SOix'-ED, pleased. 10 See Note to Rule X. 2 Kule n., direct address. * Un-faie', not honest ; not just '* De-oeiv'ed, misled ; cheated. * Pos'-I'TIve, certain. [Lesson XIII. Another lesson on character. There are two exam- ples of cheating, on the part of John Smith and George Davis ; and a case of more open falsehood, but not less dishonesty, on the part of Mr. Jones. Did these persons act fairly in making bargains? Did they act honestly f Did they obey the Golden Rule ?] LESSON XIY. The Thunder -stoem. 1. LooF !^o the black cloud rises high ; Now it spreads* along the sky : SeeM^° the quivering^ lightnings fly: Hark^ I^o the thunders roar. 2. Yet I will not shrink*' with fear When the thunder-clap*^ I hear ; Soon the rainbow will appear, Soon the storm be o'er. 3. When the black cloud rises high', When it spreads along the sky', When the forked lightnings fly'. And the thunders roar',^ 4. Never will I feel alarm ; God can shield* me from all harm : In the sunshine and the storm, Him will I adore. Spreads, extends. Quiv'-EE-tNG, moving with a tremulous motion. <= Sheink, draw back. * Thun'-dee-clap, burst of thunder. " Shield, protect ; defend. [Lesson XIV. is a brief description of one of the most sublime scenes in nature. Yet He who causes the thunder and the lightning can shield us from all harm. What is the first notice we have of a rainbow ? Why does God cause the rainbow to appear in the heavens after such a storm ? THIRD READER 41 LESSON XY.^ The LAUGHmG, Happy Man. 1. What a laughing face^!'" How round and plump the cheeks are^ V What a merry eye^ V How large and round the head is' !" What a wide mouth\ and what a broad grin' V' And the teeth, how wMte^ they are!'" And the hair, how long and cui'ly'' it isr 2. Is the man merry^?' Is he very much pleased^ V Does he look like a happy man^ V Is he laughing aloud^ V Is his hair blacF, as well as curly^?' Has he heard something funny^?' Has he seen something pretty^ V Do you think he is an old man^ ?' 3. Why do you think he is merry' f What do you see in his eye' f Why does he look happy' f What do you think it is that pleases him' f How do you know that his hair is black' f Who said that he had heard something witty' f How do you know that he is not an old man' f 4. Are his eyes black^, or are they gray' f Are they large', or are they small' f Is he an old man', or a young'' man f Who can answer so many ques- * [Lessons XV. and XVI. embrace a great variety of the different ex- amples of inflections, as eight of the eleven rules for inflections are here il- lustrated. Yet it is not expected that the pupils will be required to explain these inflections by references to the rules. It will be sufficient if they read the sentences correctly, by the aid of the marks given."] 42 WILLSON'S INTERMEDIATE SERIES. tions^f Can you^f Will you try^, or will you not^r 5. We do not liear the man laugh^, we 8ee liim laugli\' We do not say he is a wise man^, we say lie is a happy man\° We think he is a good man\ not a had man^" Happy men are not often wicked men. 6. A good man is cheerfuP;* he is happy^;* he does all the good he can^ -^ he is a good neighboi^/ and a true £riend\ He has the respect of all who know him. 7. When a man laughs heartily',"" the corners of his mouth are drawn up\' as you see them in the picture^; the cheeks are pushed up','' and wrinkled^;* and the eyes are nearly closed\'' Is it the same in sorrow and sadness', and in anger' V No\ Look at the next picture, and you will see the difference. LESSON XYI. The Anget, Unhappy Man". 1. Do you see this strange man' V Has he a pleasant face'?' Does he seem to be happy f Has he a laughing, merry eye' f Do you think he is a kind- hearted and good man f What' f Ai^e you afraid of him' f Are you afraid to go near him' f 2. I do not wonder that you do not like to go near THIRD READER. 43 Mm. Who loves to look at an angry man^ f Not I. It is not pleasant to see a man angry\ for Ms whole face shows that lie is in pain. The angry- man is not happy. He is wretched, and it makes one unhappy to look at him. 3. See his eyes^ !'° How fierce^ they are !'" They are bloodshot with passion^ I"^'" And his forehead — do you see how it is Avrinkled, and raised up in rigid^ furrows^ V And his nostrils — how wide open they are^ !'" His lips — how swollen^ they are !'" Yes, swollen with rage^ !'" And his teeth — see how he gnashes^ them !'° He is so angry that he can not speak. 4. You can not see his hands^: but they are clenched,'' as if he were about to strike^ some one. He can not easily controP"^ himself. He is burning with anger^ ! He is bursting with rage^ ! He has no reason left^ ! He is like a madman^ ! 5. How much this man's face tells of the feel- ings of his heart^ !'" We can read it all there. He can not conceal his heart from us. And what a bad heart he must have^ !'" So full of anger\ of rage7 of revenge^ ! Unhappy man^ !'° Pas'-sion, anger ; rage. I <= Clench'ed, firmly closed. ^ Rig'-id, atiflf, I y*l.l love the holy Sabbath-day, So peaceful, calm, and still; And, oh ! I love to go to church, And learn my Maker's will. L-' " Lawn, a Bpace of ground covered with grass. ^ Mur'-mur-ing, making a low, continued noise. <= Pearl '-Y, clear; transparent, like pearl. ^ Spar'-kle, glisten ; shine like sparks, e In'-dus-try, steady attention to business. / [Lesson XVII. Here are mentioned numerous objects and scenes in nature, which are well calculated to awaken in us a deep interest, and call forth our love. Our attention is then directed to IIim who made these pleasant things for us — and, finally, to the Sabbath, and its duties.] THIRD READER. 45 LESSON XVIIL Little Dick and the Giant. — An Allegory, 1. "Now I will tell yoii a story — and a true story it is too — about Little Dick and the Giant," said Uncle John ; " and you must not ask me any questions about it until I get through." 2. Little Dick was a happy fellow. He would sing and w^histle nearly all day. He was as merry as a lark, and as gay as a butterfly, and scarcely any thing could make him sad. 3. One day little Dick thought he would have a ramble* in the forest, at some distance from his home. So off he went in high spirits, singing and whistling till the woods rang with his music. 4. At length he reached a clear brook that ran through the woods ; and being very thirsty, he stooped down to drink. But, just at that moment, he was suddenly seized — ^he scarcely knew how — and found himself in the hands of a fierce, ugly- looking giant, a hundred times bigger than himself. 5. For some time the giant held him in his big hands, and looked at him with great delight.^ He then put him into a large bag, and carried him away. 6. Poor Dick, who was in great fear, did all he could do to escape*" from his cruel captor. He screamed, and he tried to tear the bag ; but the giant only laughed at him, and went on, holding him fast. 7. At last, the giant came to his o^vn house — unlike any that Dick had ever seen before; for it 46 WILLSON'S INTERMEDIATE SERIES. was a gloomy place — at least it seemed so to Dick — ^with a higli wall all around it, and no trees, nor flowers. When lie went in, lie shut the door, and took Dick out of the bag. 8. The poor captive*^ thought the giant would now kill him ; for, when he looked around, he saw a large fire, and before it were two victims larger than himself, roasting for the giant's dinner. No wonder that Dick trembled with fear ! 9. The giant, however, did not mean to kill Dick ; but he put him into a prison which he had pre- pared for him. It was quite a dark room, with cross-bars all around it. The giant gave him a piece of dry bread, and a cup of water, and then left him. 10. The poor captive was very wretched, for he had never before been deprived of his liberty. He beat his head against the iron bars, and dashed backward and forward in his prison-house, but he could not escape. 11. The next day the giant came and looked at Dick ; and finding that he had eaten none of the bread, he took him by the head, and crammed some of the bread down his throat. Poor Dick, who was nearly choked to death by this rude treat- ment, was in too great a fright to think of eating or drinking. 12. He was left alone, in his gloomy prison, an- other day ; and a sad day it was. The poor crea- ture thought of his own pleasant home, his com- panions, the sunlight, the trees, the flowers, and the many nice things he used to eat ; and then he THIRD READER. 47 screamed, and tried to get out between the iron bars: but he only beat and tore himself, and all in vain. 13. The giant came again, and wished Dick to sing, the same as he did when he was in his own home, and was happy. ''''Sing! sing! sing!"^"^ said he : " Wliy donH you sing"" f^ But Dick was too sad to sing. Who could sing in a prison ! 14. At length the giant grew very angry, and took Dick out of his prison to make him sing. He shook him, and his big hand almost forced the breath out of Dick's body. Dick gave a loud scream, plunged, and struggled, and then sank dead in the giant's hand ! 1 5. " What a story that is' !" said Henry. '-' Who believes there are any giants' ! or that they treat little boys so' !" 16. "Did I say that Dick was a little boy, and that the giant was a big man^ % No, no. But I will tell you who they were. Poor Dick was a little hirdj and, that giant was a cruel ioyP * Ram'-ble, stroll; excursion. J " Es-cape', get away. ^ De-light', pleasure. | f Cap'-tive, prisoner. [Lesson XVIII. is an allegory— that is, a story in which the apparent meaning is not the real one, but is designed to set forth some important truth with greater force. The real truth designed to be illustrated in this lesson, is the wickedness of a boy, in depriving of its liberty, and cruelly treating, a little bird. Birds were made for freedom. See, also, Les- sons XIX. and XLIV.] H Y M IC. 1. There is a land above, All beautiful and bright ; And those who love and seek the Lord, Rise to that world of light. 48 WILLSON'S INTERMEDIATE SERIES. 2. There sin is known no more, Nor tears, nor want, nor care ; There good and happy beings dwell, And all are holy there. LESSON XIX. The Goldfinch. 3. Time was when I was free as air\ The thistle's downy seed my fare','^ My drink the morning dew^ ; I p^rched^ at will on every spray\^ My form genteel', my plumage^ gay\ My strains'® forever new\ But gaudy^ plumage', sprightly strain'. And form genteel', were all in vain\ And of a transient^ date^ ; For caught, and caged, and starved to death', In dying sighs my little breath Soon passed the wiry grate. Thanks, little miss, for all my woes'. And thanks for this effectual close. And cure of every ilP ; THIRD READER. 49 More cruelty could none express^ ; And I^ if you had shown me less', Had been your prisoner still. — Cowper. » Faee, food. •^ Perch'ei), alighted. * Spkay, twig ; branch of a tree. "* Plu'-mage, feathers. « Steains, notes; songs, f Gaud'-y, showy; splendid, e Tkan'-sient, not lasting ; of short dura- tion. [Lesson XIX. is an additional illustration of the principle embraced in the preceding lesson. The goldfinch first describes its happy state of free- dom ; then its treatment as an enslaved prisoner, and its release by death ; and in the first three lines of the last verse it ironically thanks the little miss for all its woes. Let the teacher explain what irony means.] LESSON XX. The Old Slate. 1 " I have a great mind to break tHs stupid old slate," said Charles, one morning, as he sat, with tears in his eyes, almost crying over his first lesson in Subtraction. "Why, what has the poor slate done^?" asked the pleasant voice of his sister Helen, behind him. 2. " Nothing. That is just what I complain of. It won't make the figures in this lesson for me; and here it is almost school-time !" " What a wicked slate, Charles !" 3. " So it is. I mean to throw it out of the win- dow, and break it in pieces on the stones." " Will that get your lesson for you, Charley^ T' " No ; but if there were no slates in the world, I should have no such lessons to learn." 4. " Oh, ho^ ! Indeed' !" But that does not fol- low, by any means. Did slates make Arithmetic' V Would people nevel* have to count, and calculate, if there were no slates' V You forget pens, lead- C 50 WILLSON'S INTERMEDIATE SERIES. pencils, and paper : you forget all about oral^ aritL metic, Charley^ !'" "Well, I don't like to cipher; that's all: but I do like to count." 5. "And so, you hasty boy, you get angry with the poor harmless^ slate, that is so convenient'' when you make mistakes and wish to rub them out. This is the way with a great many thoughtless, quick-tempered people. They try to find fault with somebody, or something, and get into a pas- sion,*^ and perhaps do mischief; when, if they would reflect^, they would find that they themselves ought to bear all the blame. Now, Charley^,' let me see what I can do for you." 6. So Helen sat down in her mother's great easy chair : she tried to look grave^ and dignified, like an old lady, though she was but eighteen. Charley came rather unwillingly, laid the slate on her lap, and began to play with the trimmings on her apron.^ " Why, what is this^ ?"' said she ; " sol- diers, and cats, and dogs, and houses with windows of all shapes and sizes^ !"'° 7. Charley looked foolish. " Oh, the lesson is on the other side," said he, turning the slate over. "Ah, silly boyM"'" said Helen; "here you have" been sitting half an hour drawing pictures, instead of trying to learn your lesson. And now, which do you think ought to be broken\ you^ or your slate^ ?" and she held the slate up high, as if she meant to beat his head mth it. 8. Charley looked up, with his hands at his ears, but laughing all the while, for he knew she was THIED READER. 51 only playing with him. Presently, however, she put on a serious face, and said, " Now, my little man, you must go to work in good earnest, to make up for lost time." 9. " Oh, Helen, it wants only twenty minutes of nine : I shall be late to school. Can't you, just this once, make the figures for me' ?" ^^ No," said Helen. " Oh, do^ ! just this once." 10. " No, Charley' ; there would be no kindness in that. You would never learn arithmetic in that way. If I do it once', you will find it harder to be refused to-morrow. I will do a much kinder thing: I will just show you a little, and you may do all the work yourself." 11. So she passed her arm gently around him; and though Charley pouted at first, and could hard- ly see through his tears, she questioned him about the rule, and then began to show him the proper^ way to get his lesson. When all was finished, Charley was surprised to find that he should still be in season for school. 12. " Now, to-morrow, Charley," said Helen, " do not waste a moment, but begin your lesson at once, and you will find it a great saving, not only of time, but of temper. I hope you will not get into a passion again, with this good old slate of mine. It went to school with me when I was a little girl, and I should be sorry if you had broken it for not doing your work." 13. Away ran Charles to school, thinking to himself, "Well, I suppose I was wrong, and Helen is 52 WILLSON'S INTERMEDIATE SERIES. right. ^ I ought not to have been making pictures : I ought to have been getting my lesson." — YoutKs Cabinet. » O'-RAL, spoken; not written. *> Hakm'-less, doing no harm, c Con-ven'-ient, suitable ; useful. ^ Pa8'-8ion, violent anger. e Rb-1'Tlect', consider. ^ Gkave, serious; sober. s A'-PEON, pronounced a'-purn. •» Peop'-ee, right ; correct. [Lesson XX. shows the folly of putting off any work that ought to be, and must be done. The best way is to set about it at once, with a determ- ination to do it. It is a very true saying, that "Where there's a will, there's a way." See the principle of this lesson enforced in Lessons XXL, XXXI., and XXXII.] LESSON XXI. Business Fikst, and then Pleasuee. 1. A man who is very rich now, was poor when a boy. When asked how he became so wealthy, he replied, " My father taught me never to play till all my work for the day was done, and never to spend my money till I had earned it — that is, never to get into debt. 2. ^^ If I had but half an hour's work to do in the day, I was told that I must do it the first thing, and in half an hour. After this was done I was allowed to play ; and I am sure I could then play with much more pleasure than if I had the thought of an unfinished task before my mind. 3. " I early formed the habit of doing every thing in its time, and it is to this habit that I owe all my good fortune." Let every boy who reads this, form the same habit, and he may have a similar reward. [Lesson XXL, like the preceding lesson, illustrates the importance of attending to business before pleasure, and of doing every thing in its time.'] THIRD READER. 53 LESSON. XXII. Fickle Weather. 1. It shines', it rains\ Then shines again^ : What does the weather mean^ ? 'Tis now in doubt^ ; Then sun comes out', With drizzHng mists between\ • 2. Now dark', now light\ Like day', like night^ : 'Tis changing, fickle weather\ It mists at times^ ; Then rains', then shines^ ; And sometimes, all together. [Lesson XXII. is a somewhat fanciful description of fickle, changeable weather. It is suitable for declamation.] LESSON XXIII. The Lord MxVde them All. 1. All things bright and beautiful, All creatures great and small ; All things wise and wonderful — The Lord hath made them all. 2. Each little flower that opens. Each little bird that sings — He made their glowing colors, He made their tiny wings. 3. The distant hazy mountain. The river, running by, The morning, and the sunset. Which both light up the sky ; 4. The tall trees in the greenwood. The pleasant summer sun. The ripe fruits in the garden — He made them, every one. 54 WILLSON'S INTERMEDIATE SERIES. 5. He gave us eyes to see them, And lips that we might tell How great is God Almighty, Who doeth all things well. [Lesson XXIII. sets forth God's creative power, as shown in an enu- meration of some of his works. We are given eyes to see God's works, and lips that we may praise him for them.] LESSON XXIV. Meditation. 1. Can you tell me what this man is doing'?' Why does he sit in that position, with his forehead resting on his hand^f Is he sick'?' Is he asleep'?' 2. He is not sick', nor is he asleep^ ; although perhaps he is half dreaming. He is in deep medi- tation. 3. And what does meditation mean^ f And why do you say this man is in deep meditation^ ?' 4. I will explain to you. This man is medita- THIRD READER. 55 ting^: that is', lie is tJiinJcing upon some subject\ He is only thinhing^; lie is not talMng\ We say this man is in dee^:) meditation', because lie seems to be engaged'' in earnest',^ quiet', and deep''' tlioug]it\ 5. We might say', he is absorbed'' in thought\ or absorbed in meditation^; and we should mean', that he is so fully occupied^ with thinking', or med- itating', that he gives no attention to any thing else\ If some one should pass through the room, perhaps he would neither see him', nor Tiear him\ 6. Do you never meditate! f^ Do you not some- times think about what you have seen', or heard', or done'?' Do you not sometimes think deeply — earnestly' f If you have done wrong' — if you have been wicked' — do you not sometimes reflect^ upon your conduct, and resolve^ to do better' f 7. If you do\ as I Tiope you do', then you medi- tate". The picture at the head of this lesson will aid you in remembering what meditation means. » En-gag'ed, earnestly employed. *' Eaen'-est, deep; serious. = Ab-80Kb'ed, fully occupied. ^ Ee-flect', consider attentively, e Ee-$olve', determine. [Lesson XXIV., besides furnishing a variety of useful exercises in em- phasis and inflection, explains* the subject of Meditation — illustrates it by the aid of the picture — and amply defines the meaning of the word.] LESSON XXY. The Ant and the Ceicket. — A Fahle^ in Prose. 1. On the approach of winter a company of ants were busily employed* in collecting^ a supply of food, which they kept, for a time, at the doors of their country dwelling, and then stored away in chambers below ground. 56 WILLSON'S INTERMEDIATE SERIES. 2. A cricket, who had chanced to outlive the summer, and was now, w^et, and shivering with cold, ready to starve with hunger, approached the ants with great humility,*" and begged that they would relieve her wants with one mouthful of food, and give her shelter from the storm. 3. " But how is it\" said one of the ants', " that you have not taken pains to provide yourself a house\ and to lay in a supply of food for the win- ter,- as we have done^?'" 4. "Alas, friends7' said she, "I needed no house to live in in the summer; and I passed away the time merrily and pleasantly, in drinking, singing, and dancing, and never onee thought of winter." 5. " If that be the case," replied the ant, laugh- , ing, "all I have to say, is, that ^ they who drink, sing, and dance all summer, must starve in winter. We ants never borrow, and we never lend." 6. Moral. — Do not, like the silly cricket, waste all your time in play and idle amusement, but store your mind with knowledge, which, like the hoard'^ of the industrious ants, will be of use to you in the winter of adversity. 7. " Go to the ant,* thou sluggard ; con- sider her ways, and be wise; which, having no guide, overseer, or ruler, provideth her meat in the * Many suppose that the word "ant" is here a mistranslation, and that Solomon spoke of some other animal, because, they say, the ants do not lay up a store of grain for winter use, as they are torpid during winter. This is, indeed, true of the ants in <;old climates. But it is asserted, on good authority, that a species of ants in India stores up the seeds of a kind of grass against the wet or cold season of the year. Even in cold climates the ants carry worms, living insects, etc., into their nests, for food. THIRD READER. 57 summer, and gatheretli her food in tlie harvest." — Proverbs. Em-ploy'ed, engaged ; occupied. €ol-leot'-ing, gathering. Hir-MiL'-i-TY, meekness of manner. HoAKD, store ; supply. LESSON XXYI. The Ant and the Ceicket. — A Fahle, in Verse, 1. A silly young cricket, accustomed to sing Through the warm sunny months of gay summer and spring, Began to complain, when he found that, at home, His cupboard* was empty, and winter was come : Not a crumb to be found On the snow-covered ground ; Not a flower could he see, Not a leaf on a tree : " Oh ! what will become," says the cricket, " of me^ ?" 2. At last, by starvation and famine made bold. All dripping with wet, and all trembling with cold, C2 58 WILLSON'S INTERMEDIATE SERIES. Away he set off to a miserly ant, To see if, to keep him alive, he would grant Him shelter from rain. And a mouthful of grain. He wished only to borrow ; He'd repay^ it to-morrow ; If not, he must die of starvation and sorrow\ 3. Says the ant to the cricket', " I'm your servant' and friend\ But we ants never borrow^ ; we ants never lend\ But teir me, dear cricket', did you lay nothing by When the weather was warm'?" Quoth° the cricket, "NotP! My heart was so light Tnat I sang day and night\ For all nature looked gay\" — " You sang, sir, you say' ? Go, then," says the ant, " and dance winter away." 4. Thus ending, he hastily lifted the wicket,*^ And out of the door turned the poor little cricket. Folks call this 2^ fable: I'll warrant it true: Some crickets have/owr legs', and some have but two\ * Cup'-BOAKD, pronounced kuV-b'&rd. I « QuOth, said; replied. *• Re-pay', return ; pay back. | '^ Wicket, a small gate. [Lessons XXV. and XXVI. The cricket shown in the picture is the Field-Cricket. The moral of the story is told in Lesson XXV. Al- though the conduct of the miserly ant is not to be commended, yet the treatment which the improvident cricket received was very natural. Those who will not labor for themselves, should not expect others to labor for them.] A Geain of Coen. 1. A grain of corn an infant's hand May plant upon an inch of land. Whence twenty stalks may spring, and yield Enough to stock a little field. 2. The harvest of that field might then Be multiplied to ten times ten. Which, sown thrice more, would furnish bread Wherewith an army might be fed. THIRD READER. 59 LESSON XXYII. Jack Feost and the South Wind. 1. Jack Frost was a famous king, wlio had come a great way from tlie North. A long time lie had ruled over the earth and over the streams; and every thing on which he laid his cold hands, he bound in icy chains. 2. Jack Frost was a stern^ old tyrant. His locks were whitened with snow, so that he seemed to be very aged ;^ and his beard was hung with icicles.'' His voice was as harsh as the December blast that came howling over the mountains: he never smiled; and it was said of him that he never had any mercy on the poor. They might starve, or freeze, but lit- tle did Jack Frost care for their sufferings."^ 3. At length there arose up against him a great but very mild and gentle king from the South, called the South Wind. Unlike Jack Frost, this king had a smiling face, a laughing eye, and a voic^'-soffc and gentle. He had flowing auburn^ locks, and his smooth beardless face was like that of a boy in the very spring-time of life. 4. When these two kings met, " It is my time now to rule," gently whispered^ the South Wind. "Pity you are not more of a man," blustered^ Jack Frost, as he looked at the beardless face of his rival. 5. "Ah, well, to do as much good as I can, is to do something," answered the South Wind. And in spite of a chilling look of scorn fi^om Jack Frost, he went about his work. 60 WILLSON'S INTERMEDIATE SERIES. 6. First lie unchained^ the streams, and they ran off in a bound, rejoicing in their freedom. The miller hastened to his mill, and the fisher went for his rod. 7. Next he breathed upon the snow-banks, and they melted away : he loosened the earth, and said to the grasses " Take courage." He swept through the forests, and he brushed over the orchards, starting the sap in the trees, and calling to leaf, bud, and blossom, " Make ready." 8. Wherever he went, the birds followed him with their songs, and he b^de them have a thought for their nests. Then what a waking up was there in the farm- yard ! The cows were heard to low, the lambs to bleat, and the hens to cluck ; the farmer began to bustle about, and the housewife was all astir. 9. How kind, how cheerful is the South Wind ! Though he has a large realm to rule over, and so much to do that he sometimes can not help puffing and blowing, he does not think it beneath him to step aside from his great out-door work, and do little things to comfort and to bless. 10. So he breathes gently into the chamber of sickness, and whispers to the poor sufferer, " Be of good cheer; I bring you the promise of better things." Busy, busy, busy is the South Wind. " Every thing in its season," he says. 11. Already Jack Frost seemed to melt a little, especially when he looked around and saw what new life every thing had. "Talents differ," wheezed he : " but it is hard to give up the rule." THIRD READER. 61 12. "Eemember" said the South Wind kindly, " that of ourselves we are nothing. We only do the bidding of one Mightier than we, and we can serve him as much in yielding^ as in doing'' — as much in being set asid^^ as in being set i/^\" " Weiy sighed Jack Frost, " perhaps it is so." Tears ran down his cheeks, and he shrunk away. » Steen, harsh ; severe. ^ A'-GE», old. •= I'-ci-ci.Es, pronounced i'-si-kelz. <* Suf'-fee-ings, distress ; sorrows. « Au'-BUEN, reddish brown. *■ Whts'-pered, spoke with a low hissing voice. e Blus'-teeet), talked in a loud and swag- gering manner. •* Un-chained', loosed. [Lesson XXVII. The harshness, the cold, and the severity of winter, are here pictured under the unrelenting character of Jack Frost; and the mild influences of spring, under the genial character of the South Wind. Jack Frost is tyrannical, and unmerciful. The South Wind is a mild and gentle monarch, who does all the good he can. The former is compelled to yield ; and in the twelfth verse tlie moral of the lesson is set forth. vVe are airinstrumcnts in the hands of a Mightier than we.] . LESSON XXYIII. Why should We Feae^ ? 1. Why should we children ever fear^?^ There is in heaven an Eye That looks with tender fondness down On all the paths we try. 2. Who guides the sparrow's tiny wing, And guards her little brood^ ?^ Who hears the ravens when they cry, And fills them all with food' ?3 3. 'Tis He who clothes the field with flowers. And pours the light abroad' ; 'Tis He who numbers all the hours — Our Father, and our God. 4. We are the chosen of his love\ His most peculiar care' ; And will He guide the fluttering dove, And not regard our prayer' ?^ 62 WILLSON'S INTERIMEDIATE SERIES. 6. He'll keep us when the storm is wild, And when the flood is near ; We'll trust him, as a little child, And we have nought to fear. [Lesson XXVIII. God looks down upon all our ways. He extends his protecting care over the birds of heaven ; he clothes the field with flowers ; pours the light abroad for our good ; and numbers the hours of the day. These things should lead us to put our trust and confidence in him, assured that, if we do so, we have nought to fear.] LESSON XXIX. The Blind Boy. 1. Do you pity tlie poor blind boy^ f Do you think lie is unhappy' f He may not be very un- happy', after all\ He never has seen the sunlight', nor the trees in the field', nor the cattle on the plains', nor the green grass' and the flowers\ But as he knows not what sight is', he knows nothing of the loss^ of it. 2. He may well ask, in wonder, " what is that thing you call light^ V' Can you tell him' r Can you explain it to him' V If he has never seen any thing', how can you explain to him what light is^ ?' We may pity^ him', for he is deprived of many pleasures that we enjoy^: but we are glad to be- lieve that he is not unhappy. 3. O say\ what is that thing called UgM^ "Which I can not enjoy^?^ What are the blessings of the sight^ ?3 O tell your poor blind boy. 4. You talk of wondrous* things you see^ ; You say the sim shines bright^ ; I feel him warm' ; but how can he Make either day or night^ ?^ THIRD READEE. 68 5. My day or night', myself I make', Whene'er I sleep or play^ ; And could I always keep awake', It would be always day\ 6. With heavy sighs I often hear You mourn my hapless^ wo^ ; But sure, with pdtience^ I can bear A loss I ne'er can know. 1. Then let not what I can not have My peace of mind destroy^ ; Whilst thus I sing', I am a Mng^^ Although a poor" blind" boy\ » WON'-DEOtTS, wonderful; strange. | ^ Lttck'-less, unhappy; unfortunate. [Lksson XXIX. shows that, while we should pity those who are born blind, yet that God, in his mercy, has so made them that they shall not feel the want of sight, so much as we should feel the loss of it. Those born blind do not even know what sight is ! They can have no knowledge of colors. A blind person, when asked what he thought green was like, re- plied, that he thought it was like the sound of a trumpet! — The poetry in this lesson is suitable for declamation.] Resentment and Forgiveness. 1. One day a gentleman called upon a judge for counsel,"" and having stated to him an injury that he had received from a neighbor, asked him if he did not think it manly to resent it. 2. " Yes," said the judge, " it would be manly to resent it, but it would be Godlike to forgive it !" This reply completely^ altered'' the feelings of the applicant.^ * €oun'-sel, advice. I <= Al'-teeed, changed. *> €om-plete'-ly, entirely. | ^ Ap'-pli-oant, the one asking advice. Good counsel is above all price. Be always more ready to forgive than to return an injury. 64 WILLSON'S INTERMEDIATE SERIES. LESSOK XXX. What shall we Build? 1. Four children were playing on the sea-shore. They had gathered* bright pebbles^ and beautiful shells, and written their names in the pure, white sand ; but at last, tired of their sport, they were about going home, when, as they came to a pile of stones, one of them cried out, " Oh! let us build a fort." 2. " Yes, yes !" replied Edward ; " let us build a fort, and we will call that ship, away out there, an enemy's vessel, and make believe we are firing can- non balls into her !" And the two boys — for two of the party were boys, and two were girls — ran off to the pile of stones, and began removing" them to a place near the water. THIRD READER. Qd 3. " Come, Anna and Jane," said they, " come and help us." *' Oh, no ! don't let us build a fort," said Jane. " Yes^, we will build a fort," replied the boys. " What else can we build^ ? You would not put a house down here upon the water's edge, would you ?" 4. " No ! but we will tell you what we can build, which will be much better than a fort. We can build a light- house," said the girls ; " and that will be just as much in place on the edge of the sea, as a fort would be. We can call the ship, yonder, a vessel lost in the darkness ; and we will hang out a light to direct*^ her in the true way. Will not that be much better than to call her an enemy, and build a fort to destroy her ? 5. " See how beautifully she sits upon and glides^ over the smooth water ! Her sails are like the open wings of a bird, and they bear her gracefully along. Would it not be cruel to shoot great balls into her sides, tear her sails in pieces, and kill the men who are on board of her ? 6. '^ Oh ! I am sure it would make us all hap- pier to save her when in darkness and danger. No, no ! let us not build a fort, but a light-house ; for it is better to save than to destroy." The girls spoke tenderly and earnestly, and their words reached the better feelings of the boys. 7. " Oh, yes !" said they ; " we will build a light- liouse, and not a fort." And they did so. They were right. We should be brave to resist^ a real enemy, when he seeks to do evil ; but we QQ WILLSON'S INTERMEDIATE SERIES. should be more earnest to save our friends, than to destroy our enemies. » Gath'-eeed, collected. ^ Peb'-bles, smaU round stones. «= Re-mov'-ing, carrying. , give; grant. •^^ Con'-quee, overcome. <* Scorn, de-spise ; disdain. ^ Strive, try ; labor hard. *■ Re-ly', trust in ; depend upon. [Lesson XXXI. This is another enforcement of the principle illus- trated in Lesson XX. Those only who "try," will succeed; while those who think they ^^can not,'" are almost sure to fail. The plea of ^^can not do right," is no excuse for doing wrong.] 68 WILLSON'S INTERMEDIATE SERIES. LESSON XXXII. "I Can," and "I Will." 1. " I Can' !" He is a fiery youth\ And Will', a brother twin^ ; And, arm in arm, in love and truth', They'll either die or win. 2. Shoulder to shoulder, ever ready', All firm and fearless still The brothers labor — true and steady — "I Can," and brave "I Will." - 3. "I Can" climbs to the mountain-top\ And plows the billowy main^ ; He lifts the hammer in the shop\ And drives the saw and plane. 4. Then say ^''I can'P Yes, let it eing^; There is a volume there: There's meaning^ in the eagle's wing' : — Then soar, and do, and DARE. 5. Oh, banish from you every "can'#," And show yourself a man ; And nothing will your purpose daunt, Led by the brave " I Can." [Lesson XXXII. contains, in the first three verses, a spirited allegorical enforcement of the principle illustrated in Lessons XX. and XXXI. "I Can" and "I Will" are represented as twin brothers, who can accomplish almost any thing they undertake, by their united labors. The same prin- ciple is expressed in the old saying, "Where there's a will, there's a way." In verses four and five, the allegory is dropped. — This piece is suitable for declamation.] LESSON XXXIIL"' The Ceocodile and. the Ichneumon. — A Fable. 1. A long time ago a crocodile, of great size and exceeding^ fierceness, that dwelt on the marshy banks of the River Nile, by his ravages^ spread THIRD READER. 69 desolation'' over the whole country around. He seized the shepherds, together with the sheep, and devoured the herdsmen as well as the cattle. 2. Growing bold by success, and by the terror which spread in advance of his ravages, he ven- tured to carry his incursions^ even into the island of Tentyra, whose people had long boasted that they were the only tamers of the crocodile race. 3. But even they were now struck with horror* at the appearance of a monster^, so much more ter- rible than they had ever before seen. Even the boldest of them were afraid to attack him openly ; and with all their art and address* it was in vain that they attempted to surprise him. 4. While they were consulting together in greats fear and trepidation^, as to what they should do under these circumstances, an ichneumon, a little animal not so big as a weasel, stepped forth, and thus addressed them : 5. "I perceive your distress, neighbors; and though I can not assist you in the present diffi- culty, yet I can offer you some advice that may be of use to you in the future. A little prudence is worth all your courage : for although it may be glorious to overcome a great eviF, it is often the wisest way to prevent it. 6. ^^ You despise^ the crocodile while he is small and weak, and do not sufficiently consider that he is a long-lived animal, and continues to grow as long as he lives. You see I am a poor, little, feeble creature ; yet I am much more terrible to the croc- odiles, and more useful to the country, than you 70 WILLSON'S INTERMEDIATE SERIES. are. I attack Jiim in tlie egg: and while you are contriving for months together how to get rid of (me crocodile^, and all to no purpose', I easily de- stroy fifty of them in a day." Moral. 7. This fable, dear boys, is intended to show The danger of suff'ring bad habits to grow ; For the vice of a week may be conquer' d, 'tis clear, Much easier than if it went on for a year. " Ex-oekd'-inq, very gi'eat ; excessive. •• Rav'-a-ges, destruction by violence, c Des-o-la'-tion, ruin ; destruction. ^ In-cuk'-8I0N8, inroads ; forays. « Hob'-kok, excessive fear ; terror. ' Mon'-btek, something horrible. e Ad-deess', tact; skill; adroitness. ^ Tkep-i-da'-tion, a trembling caused by excessive fear, i De-spise', scorn ; regard with disdain. [Lesson XXXIII. illustrates the principle that it is much easier to pre- vent an evil, than to overcome it ; or, as the proverb expresses the same truth, that " an ounce of prevention is worth a pound of cure." The moral of the fable is well enforced in the seventh verse.] LESSON XXXIY. How Beaittiful the World is. 1. How beautiful the world is^ !'" If we look up^,we see tlie blue sky^; if we look down^^we see tke green grass\ The sky is like a curtain spread over our keads^ ; tke grass is like a carpet under our feet^ ; and tke bright sun is like a ball of fire to give us ligkt\ 2. Who made this beautiful world^ f God made the world. He said, "Let there be light ; and there wa^ light." He spake', and it was done\ He made the air' we breathe\ the clouds' that give us rain\ the waters' that fill the rivers and the seas^ ; and he made the dry land also. 3. And he made herbs', and plants of all kinds'. THIRD READER. 71 and trees^, to grow upon tlie land\ And lie made the sun, and placed it in the sky, and b^de it shine all day. He made the moon' to shine at night\ and he filled the sky with stars. And God made man also. 4. I saw the glorious sun arise O'er yonder mountain gray ; And as he traveled through the skies, The darkness fled away ; And all around me was so bright I wished it would be always light. 5. But when his shining course was done, The gentle moon drew nigh ; And stars came twinkling, one by one, Upon the shady sky. Who made the sun to shine *so far^ ? And moon, and every twinkling star^ ? 6. 'Twas God, my child, who made them all By his almighty skill ; He keeps them, that they do not fall. And guides them by his will : That glorious God, who lives afar In heaven, beyond the brightest star. [Lesson XXXIV. directs attention to the beautiful world in which we live, the sun, the moon, the stars, etc. ; and to God as the maker and sup- porter of all.] LESSON XXXV. The Echo. 1. Little George had not the least idea of an echo. One day he happened to cry out in the fields, " Ho ! ho !" and he instantly heard the same words repeated from the thicket near him. 2. Surprised at the sound, he exclaimed, " Who 72 WILLSON'S INTERMEDIATE SERIES. are you^ V upon whicli the voice returned the same words, " Who are you^ ?" 3. George cried out, " You must be a very fool- ish fellow." " Foolish fellow !" repeated the voice from the thicket. George then began to grow angry, and he uttered^ words of defiance^ toward the spot whence the sound proceeded. 4. The echo faithfully repeated all his words. Then George, in order that he might avenge*" him- self, searched through the wood for the boy, who he supposed was mocking him ; but he could find nobody. 5. After searching in vain for some time, he ran home, and complained to his mother that a wicked boy, concealed in the wood, had been mocking him. 6. " Ah, now you are complaining of your own self," replied Ms mother. "You have heard nothing but your own words. Even as you have often seen your own face reflected in the clear water, so you have just heard yoUr own voice in the woods. 7. " K you had uttered an exclamation of kind- ness, you would have received the same in reply." It is thus in every-day life. The conduct of others toward us, is generally an echo of our own. As we treat them', so they are very apt to treat us\ Ut'-teeed, spoke. I " A-vbnge', punish the person who mock- >» Db-fi'-ance, invitation to combat. | ed him. [Lesson XXXV. This story of the little boy who heard the echo of his own voice, and got angry at it, has a very good moral, which is stated in the last verse. Not only anger, hate, revenge, and all unkindness toward us, but goodness, politeness, love, etc., are, generally, only the reflection of our own conduct. If all would do unto others as they would have others do unto them, what a happy world this would be !] THIRD READER. 73 LESSON XXXYI. A Peep at the Birds. The Robin. 1. How do you like the robin^?' He comes to see us early in the spring. He likes to build a nest in the apple-tree, and he does not seem to care how near he gets to the house. 2. But perhaps the blue-bird comes a little ear- lier than the robin. Sometimes he comes a little too early, before the cold weather is past. He sings merrily enough for a day or two, when the weather is pleasant, and then he begins to think about building a nest. 3. But suddenly there comes a wind from the northeast, and the clouds cover the sky ; and the rain — the cold, cold rain pours down on the poor bird and his mate. Alas ! alas ! how cold they are^ V" But they get into as warm a place as they can find, until the storm is over, and the weather is warm again; and then you will hear the blue- bird sing as merrily as he did before. D 74 WILLSON'S INTERMEDIATE SERIES. 4. Blue-birds build their f^^&s:^ _ ^-.-^ nests in holes in trees ; but they do not make the holes for their nests, for their bills are not fitted for bor- ing holes. They often find a hole that some other bird The Blue-bird. has made, and they make their home there, after the bird has left. 5. The sparrows are very little birds. Did you ever see a ground-sparrow's nest?' The sparrow has its nest in the grass, and the eggs are very small, and spotted. The ehipping-bird, also, is a sparrow, but it builds its nest in a bush, or in a tree. 6. But what about the swallows^ f The swallows^ V Yes ; they are very common birds — as common — that is, as numerous, as the sparrows. You have all seen flocks of them, I suppose ; those swauows. of yo-Q, at Icast, who live in the country* 7. The most common swallows in this country are the barn-swallows. They build their nests — sometimes quite early in the spring — under the eaves of the barn, and inside of the barn against the rafters. 8. These barn-swallows are real masons. They build their nests mostly of mud, which they carry in their little bills. Then they get small straws, and bits of grass, and cotton, and wool, and line the inside of their nests, so as to make a warm place for the eggs, and for the young birds. THIRD READER 75 9. What a noise the busy swallows make around the old barn^ ! There is not much music in their song, it is true : but who does not love to hear the merry chattering of these birds^? They are so cheerful, they seem to enjoy themselves finely. 10. There are chimney-swallows, which build their nests in chimneys. The young birds make a great chattering, to tell the old birds they are hungry; and sometimes those who live in the house destroy the nests, to get rid of the noise. 11. There are bank-swallows, also. They make deep holes in sand-banks, where they build their nests. And in a distant country there is a species of swallow that builds its nest mostly of a kind of gum, which some people eat, and which they are so fond of that these nests are sold at a very high price. 12. Did you ever see a quail'? A quaiF? Cer- tainly I have seen quails ; and I have heard them too. They sing a song that sounds like more wheat! ! more wheat'! They like wheat ; and perhaps that is the reason why the boys say they sing ^'more wheat!''' 13. In the winter, quails are very fat, and a great many of them are killed to be eaten. Boys catch them in box-traps made ^f boards, or in snares, as they catch rabbits. 14. Did you ever try to find a quail's nest'? No doubt you have, if you have rambled much in the country. But did you find it' ? I think not. The quail makes her nest on the ground. When she sees you coming, she creeps slily away from the 76 WILLSON'S INTEllMEDIATE SERIES. nest ; and when she thinks she has gone far enough, she makes a great noise to attract^ your attention. The Quail and her Nest. 15. You think the nest is near that spot; but the quail is only cheating you. She is very cun- ning. If you follow her, she hobbles around as if she could neither run nor fly ; but when she has led you far enough from the nest, she starts up suddenly, and flies rapidly away. 16. The partridge is another cunning bird — -just as cunning as the quail. She has played the boys a trick many a time. This is the way she does it. The boy hears the partridge fluttering in the leaves, and making a great noise, as if her nest were there, and as if she were afraid the little fellow would find it. 17. When the boy runs to the place, the bird limps along, and flutters as if her wings were broken. But, my boy, you'll not find that nest ; for the nest is away in another direction. 18. The truth is, when the partridge sees the boy — and she sees him when he is a great way off THIRD READER. The rartridge. — she covers her nest with leaves, and creeps off quite a distance, and so slily that he can neither see her nor hear her; and when the boy has fol- lowed her far enough, she starts up, and flies away "on \yhirring wings," like the quail. 19. But let us talk about some of the larger birds. The peacock, you know, is called a proud bird. He acts as if he thought every body was looking at him, and admiring his beauty. He is rather a pretty bird, to be sure ; but why need he be so proud of it^ ? 20. There is the peacock's friend, the swan. He is a much more useful bird than the peacock, and has much more to be proud of Perhaps he, too, has a little pride. He is rather awkward The Peacock. 78 WILLSON'S INTERMEDIATE SERIES. The Swan. wten lie waddles about on tlie land ; but just let him get into the water, and then look at him ! 21. How prettily he paddles himself along^ ! How graceful- ly he curves his neckM The peacock could not swim like him. In fact, I do not believe he could swim at all. Pride has a bad look, wherever you see it. To be proud of one's dre88 is the most foolish of all pride. 22. Who has not read about the eagle^ ? He is a noble bird. He will not feed on carrion.^ He flies very high in the air, and does not often come where men Many stories are told of the eagle, but we have not room for any of them here. 23. The vulture is a large bird, and has very filthy'' habits. Unlike the eagle, he feeds on car- rion, which he scents^ at a great dis- tance; and when he finds it he greed- ily^ devours it, like a glutton.^ 24. People who are all the time searching out the faults of others, and talking about their failings, are sometimes likened^ to the vulture — they so much delight in finding out all that is impure and bad. The Eagle. can shoot him The Vulture. 25. What are another's faults to me^ ? I've not a vulture's bill, To pick at every flaw I see, And make it wider stiir. THIRD READER. 79 It is enough for me to know I've follies of my own\ And on myself my care bestow, Let others' faults alone. « At-teact', draw ; engage. •» Cab'-ei-on, putrid flesh. = Filth'-y, dirty; nasty, 'I ScKNTs, smells. e Geeei)'-i-ly, voraciously ; ravenously. f Glut' -TON, a voracious eater, e Li'-kened, compared. [Lesson XXXVI. is a brief description of the habits of the robin, blue- bird, sparrows, three kinds of swallows, quail, partridge, peacock, swan, eagle, and vulture. Why are fault-finders, and slanderers, likened to the vulture ?] LESSON XXXVII. I WOULD I WERE A LiTTLE BiKD. The Little GirVs Wish. 1. I would I were a little bird, To fly so far and high ; And sail along the golden clouds, And through the azure* sky. I'd be the first to see the sun Up from the ocean spring ; And ere it touch'd the glittering^ spire,* His ray should gild^ my wing. 2. Above the hills Fd watch him still, And down the crimson west ; And sing to him my evening song, Ere yet I sought my rest. And many a land I then should see. As hill and plain I cross'd ; Nor fear, through all the pathless sky. That I should e'er be lost. 3. I'd fly where, round the olive boughs The vine its tendril® weaves ; And shelter from the noonbeams seek Among the myrtle leaves. 80 WILLSON'S INTERMEDIATE SERIES. Now, if I climb our highest liill, How little can I see' l^^ Oh, if I had but wings, marama, How happy should I be' ! The Mother's Ee2:>ly. 4. Wings can not soar above the sky, As thou in thought canst do ; Nor can the veiling^ clouds confine Thy mental eye's^ keen view. Not to the sun dost thou chant forth Thy simple evening hymn ; Thou praisest Him, before whose smile The noonday's sun grows dim. 5. Though strong and free, the bird may droop, Or bars restrain its flight ; Thought none can stay ; more swift its speed Than snowy beams of light. A lovelier clime the bird may seek, With summer go and come — Beyond the earth awaits for thee A bright eternal home. » Az'-UBE, light blue. ^ Glit'-ter-ing, shining. " Spiee, steeple. '^ Gild, cause to shine like gold. Ten'-t>ril, a slender, twining part of a plant. Veil'-ing, hiding : concealing. "Mental Eye," the raind'a eye. [In Lesson XXXVII., a little girl expresses the delight she thinks she should feel, if she coidd soar away on winj^s, like a bird, and visit distant lands. It is a childish dream of happiness, which the mother avails her- self of for a beautiful moral lesson. In her reply she tells the little girl that thought can soar higher than wings, and fly swifter than light ; and, linally, contrasts the bird's evening song to the sun, with the child's even- ing hymn ; and the sunny southern home of the bird, with the child's eter- nal lioine. ] THIRD READER 81 LESSON XXXYIII. Old Wonder-eyes. 1. When Grace Green- wood was in England, she visited a family who lived in a large house in the country, around which were beautiful gar- dens, and green lawns,"" and a great many pet^ animals, such as dogs, rare white kittens, gay parrots, canaries,'' and silver pheasants. 2. One of these pets was an owl, that sat all alone by himself in a large green cage. He was a cross and surly^ old fellow. Grace Greenwood says, in her book called the Little Pilgrim, " I tried very hard to make friends with this owl, but it was of no use : he never treated me with decent civil- ity.^ 3. " One day, when I was offering him a bit of cake, he caught my finger, and bit it till it bled ; and I said to Mrs. M , ' Why do you keep that cross old creature^? I noticed^ that my friend looked sad when she answered me, saying, ' We only keep him for our dear little Minnie's sake: he was her pet.' I had never heard of little Min- nie, so I asked about her, and was told the follow- ing story." 4. Minnie was a sweet, gentle little girl, who D2 82 WILLSON'S INTERMEDIATE SERIES. loved every body and every creature that God has made ; and every body and every creature she met seemed to love her. Rough people were gentle to her, and cross people were kind. She could go up to vicious^ horses, and fierce dogs, and spitefuP cats, and they would become quiet and mild. I don't think any thing could resist her loving eyes, unless it were a mad bull or a setting hen. 5. One night, as Minnie lay awake in her little bed, in the nursery, listening to a summer rain, she heard a strange fluttering and scratching in the chimney, and she called to her nurse, and said, " Biddy^ !' what is that funny noise up there^ ?'" Biddy listened a moment, and said, " Sure, it's nothing but a stray rook\' Now he's quite gone away^ — so go to sleep wid ye, my darling' !" 6. Minnie tried to go to sleep, like a good girl ; but after a while she heard that sound again, and presently something came fluttering and scratching right down into the grate, and out into the room ! Minnie called again to Biddy; but Biddy was tired and sleepy, and woulcPnt wake up. 7. It was so dark that Minnie could see nothing, and she felt a little strange ; but she was no cow- ard ; and as the bird seemed very quiet, she went to sleep again after a while, and dreamed that great flocks of rooks were flying over her, slowly, slowly, and making the darkness with their jet-black wings. 8. She awoke very early in the morning, and the first thing she saw was a great gray owl, perched J on the bed-post at her feet, staring at her with his THIRD READER. 83 big, round eyes. He did not fly off when she started up in bed, but only ruffled up his feathers and said, " Who !" Minnie had never before seen an owl ; but she was not afraid, and she answered^ merrily, " You'd better say ' Who !' Why, who are you yourself, you queer old Wonder-eyes^ !" 9. Then she awoke Biddy, who was dreadfully frightened ; and Biddy called up John, the man- servant, who caught the owl, and put him into a cage. 10. This strange bird was ill-natured and gruff*' to every body but Minnie : he seemed to be fond of her from the first. So he was called " Minnie's Pet." He would take food from her little hand: he would perch on her shoulder, and let her take him on an airing around the garden; and some- times he would sit and watch her studying her les- sons, and look as Avise and solemn as a learned pro- fessor, till he would fall to winking and blinking, and go off into a sound sleep. 11. Minnie grew really fond of this pet, grave and unsocial as he was ; but she always called him by the saucy name she had first given him — Old Wonder-eyes. 12. In the winter-time little Minnie was taken ill, and she grew worse and worse, till her friends all knew that she was going to leave them very soon. Darling little Minnie was not sorry to die. As she had loved every body and every creature that God had made, she could not help loving God, and she was not afraid to go to Him when He called her. 84 WILLSON'S INTER^VIEDIATE SERIES. 18. The day before she died she gave all her pets to her brothers and sisters ; but she said to her mother, '' You take good care of poor old Won- der-eyes, for he'll have nobody to love him when I am gone," 14. The owl missed Minnie very much; and Avhenever he heard any one coming, he would cry, '' Who !" and when he found it wasn't his friend, he would ruffle up his feathers, and look as though he felt himself insulted. He grew crosser and crosser every day, till there would have been no bearing with him, if it had not been for the mem- ory of Minnie. 15. Such was the story told me of the old owl. When I next saw him, sitting glaring^ and growl- ing on his perch, I understood why he was so un- happy and sullen. My heart ached for him — but so did the finger he had bitten ; and I did not ven- ture very near to tell him how sorry I was for him. When I think of him now, I don't blame him, but pity him for his crossness ; and I always say to my- self, '•^Foor old Wonder-eyes^ » Lawn, a space of ground covered with grans. ^ Pet, treated as a pet ; fonrlled. * €a-na'-ky, a soDg-bird from the Canary Isles. •* Puk'-lt, gloomily cross or morose ; sullen. * Ci-vil'-i-ty, politeness. ' No'-TicEP, observed ; sa-w. e Vi"-cious, untamed; unruly. •> Spite'-ftti., malicious. ' lIooK, a bird resembling a crow. 1 Peecii'ki), roosting or sitting as a bird. *■ Gbcff, stern ; surly ; ill-natured. • Glab' iNG, looking with fierce eyes. [Lesson XXXVIII. The interesting story of "Old Wonder-eyes" sets fortli the beautiful character of a gentle little girl, who loved all God's creatures, and who seemed to be loved by them in return. There is a f'harm about gentleness and goodness which is not lost, even upon the brute creation, as is shown in the attachment which the ill-natured and P'uff owl formed for little Minnie. Let the teacher illustrate the principle farther, by narrating other instances of affection, on the part of animals, for those who treat tliem kindly. Such is the story of " Androclcs and the Lion," etc.] THIRD READER 85 LESSON XXXIX. Father and Daughtee. 1. Is the man asleep^ V Why do you think he is asleep^ V His eyes^ are closed^ ;' and is not that a sign that he is sleeping^ V Perhaps he shuts his eyes because they are weak\ Do you think that is the reason^ V Who thinks that is the reason^ V 2. I think he is listening to the little girl who is reading. But who is tliis little girP?" Do you think she is his daughter'?' What book do you 36 WILLSON'S INTERMEDIATE SERIES. suppose she is reading^ f Do you think it is the Bible'?' It must be some book that interests her very much. 3. Can you describe this man' V Let me hear you describe him. Is he an old man', or a young man^ V He is a middle-aged man. But how old is a middle-aged man^f A middle-aged man is one who is between thii*ty-five and forty* years of age. 4. This man is not old\ for his face is not wrin- kled'/ nor is his head bald^ : but whether his hair is gray\ or not'/ who' can teir f He does not ap- pear to be a laboring man^ — that is, a workman in the fields. He is not dressed like a laboring man. 5. He is sitting with his left elbow resting on a round table, and with his face resting upon his hand. Can you see a finger of his left hand'?* Which finger can you see^?' Where is his other hand^?' On which knee is it resting^?' Has he hold of his daughter's left hand', or her rigid hand^?^ 6. Do you think he is a student'?' Wliy do you think he is a student^ f Do you see any hooT^s near him'?' There are books on the floor',' and books on the table\ How many books do you see on the floor^ V How many on the table^ ? 7. Can you tell how this man is dressed' ?' Does he wear a cloak', or a coat'?' No; neither. He has on a student's gown, which is drawn together around the waist by a cord, one end of which, with the tassel, can be seen. 8. How old do you think the little girl is^ ? In THIRD READER. 87 what part of the book is she reading^ ? Why do you think she is reading near the middle of the book^? 9. Parent and child^ !'" Father and daughter^ !^" What earthly affection is purer than a parent's love for a dutiful child^ !'° What is more pleasing than a child's love for a kind and indulgent par- ent' !" * See Note to Rule IV. s See Eule V., Note II. [Lesson XXXIX. This, besides being a useful lesson on emphasis, and the inflections, is another illustration of the principle of object teach- ing from pictures.] LESSON XL. A Father's Blessing. 1. My father raised his trembling hand, And laid it on my head^ ; " God bless thee, O my son, my son^ !" Most tenderly he said. 2. He died, and left no wealth of gold : But still I was his heir ; For that rich blessing which he gave Became a fortune rare. 3. Now, in my weary hours of toil To earn my daily bread'. It gladdens me in thought to feel His hand upon my head. 4. Though many years of busy life Have passed away since then, Yet when I bring that scene to mind, I'm but a child again. [Lesson XL. is a brief but touching description of a father blessing his son, and of the deep affection with which the remembrance of the event was treasured up in after life by the latter.] 88 WILLSON'S INTERMEDIATE SERIES. LESSON" XLI. The Daisy's Social Circle. 1. A daisy was just starting up in the meadow One might have thought it a lonely place to live in ; but a so- cial circle was already forming around the little plant. 2. The sunbeam and the dew-drop met there ; the gentle rain came patter- ing down ; and the soft summer breeze English Daisy, came whlsperlug through the tall grass ; and the earth around the tiny roots took the light, the water, and the air, to her bosom, and introduced them to the daisy germ ; and they all went to work to show that flower to the sun. Each lent its in- fluence^ to nurse the little thing with an aliment*' that made it grow. 3. And when the daisy raised its eyes toward the sky, its companions wove a soft carpet of grass for its feet. And the sun looked down through the green leaves, and smiled as he passed on. The daisy lifted up its head; and, one morning, while the sun was looking upon the dews, the little plant put on its silver-rimmed diadem,*^ and showed its yellow petals.^ 4. And it nodded to the little birds that were swimming^ in the sky. And all of them that had silver-lined wdngs came^ ; and birds in black, and gray, and Quaker-brown came^ ; and the blue-bird, and the courtesying yellow-bird came^ ; and each sung its own pretty song at the coronation^ of the daisy. THIRD READER 89 5. Every thing that sung for, or shone upon, that modest flower, was a member of that social circle. Heaven, earth, sky and sea, were the com- panions of the daisy : the sun and stars walked hand in hand with it, as kindly as if they had never seen another flower, or had another compan- ion. And all were happy, for they loved one an- other. °^ So'-ciAL, inclined to society; friendly. ^ In'-fltt-knck, aid; asdrftance ; power. *= Al'-t-ment, food ; nourishment. ** Di'-A-DEM, crown. « Pet'-als, the flower-leaves of the plant. f Swim'-mino, flying; sailing. s Cor-o-na'-tion, the ceremony of crown- ing. [Lesson XLI. Under the allegory of the daisy and her companions, the circumstances attending the growth of the former are briefly described. Let the teacher explain, as well as he can, how the air, the sunlight, the dew, the rain, and the earth, combine to make the daisy grow. See Fourth Reader, pages 182-3, 192-3, 207-8, etc.] LESSON XLII. The Selfish Boy. 1. What a selfish* boy Matthew wasM You would not have given a fig to play with him. He had carpenter's tools, and books, and pencils, and paper, and a brush and colors, and balls, and kites, and little shijDS, and skates, and snow-shovels, and sleds. How pleasant Matthew might have made it for his visitors. 2. But if you went to play with him on Satur- day afternoon, he would watch all his playthings as closely as a cat would a mouse ; and if you went near them, he would sing out — " D-o-n-'t^ ; t-h-a-t-'s. ra-i-n-e' !" 3. Of course, it was not much fun to go and see him. You had to play every thing he wished you 90 WILLSON'S INTERMEDIATE SERIES. to, or lie would pout, and say lie would'nt play at all. 4. He had slices of cake, that he had kept till they were as hard as his heart; and cents, and dimes, and half dimes, that he would handle, and jingle, and count over, like any little miser.^ All the beggars in the world could not have coaxed*' one out of his pocket, if they had been starving to death. 5. Then Matthew was such a cry-baby. We all love a hra/oe boy. Matthew would go screaming to his mother if he got a scratch, as if a wild tiger were after him ; and if you said any thing to him about it, he would pout, and stick out his lips, and be sullen tor an hour. 6. It was like drawing teeth to get him to go across the room to hand you a book. He ought to have had a little world all to himself, ought he not^ ? What a selfish boy he was^ ! 7. But I pitied him. I could not help it. There was nothing childlike about him. He always seemed to me like a miserly little old man. He never tossed his cap up in the air, and laughed a good hearty laugh. He never sprang, or ran, or climbed, or shouted, as other boys do. 8. No: selfish Matthew crawled around as if he haS. leaden weights on his heels. When he talked he scarcely moved his lips; and his face was as long as — I was going to say, as long as my arm. 9. When his mother was told of his faults, and asked why she did not make him do better^ and THIRD READER 91 make him act differently, she would say, " Oh, he will outgrow his faults by-and-by." But I knew better. I knew that if his faults were not correct- ed, his selfishness would grow as fast as Tie 'Jrew ; and that when he came to be a man, he would be unfeeling to the poor, and make hard bargains with them, and wring the last penny out of their thread- bare pockets. 10. Poor Matthew^ ! He was so selfish, he could never be happy^ ! No : he could never know the pleasure of making a sad face bright, or of drying up the tear of the despairing.^ And when the selfish man dies, he can not carry his money with him ; he will have to leave it. And who, do you Suppose, will mourn for him^ ? 11. Children^ childrenM le generous". If you have only half a stick of candy, give somelody a part of it. Perhaps some child will say, " But I have nothing to give." That's a mistake. There is not a boy or girl living, who has nothing to give. 12. Give good wishes. Give kind words and smiles to the sad and weary-hearted. If a little child, who is poorly clad, goes to your school, with his clothes patched, darned — ^nay, even ragged ; if the tear starts to his eye when your school-mates laugh at him, and shun him, and refuse to play with him — just go right up and put your arms around his neck, and ask him to play with you, 18. That is what you can do. That is what you can give. Love him. Love is sometimes worth more than food, and drink, and clothing. You can 92 WILLSON'S INTERMEDIATE SERIES. all love the sad and sorrowful, you have ^''nothing to giver • Self'-isii, regarding one's own interest chieAr. [wealth. Then never say «> Ml' ' one who cares for nothing but « Coax'ed, persuaded by flattery. ^ Db-8Paie'-i*q, thorie without hope. [Lesson XLII. This lesson describes the character of the extremely selfish boy, who, although he deserves our censure, is to be pitied also, for lie can never be happy. Such a boy will be apt to become a hard-hearted, unfeeling, miserly old man, shunned and despised by all. Children! listen to the advice given in the last three verses of this lesson.] LESSON XLIII. The Lost Camel. 1. A dervis"" was journeying alone in the desert, when two merchants suddenly met him. "You have lost a camel," said he to the merchants. "In- deed we have," they replied. " Was he not blind in his right eye, and lame in his left leg' V said the dervish 2. " He was," replied the merchants. " Had he lost a front tooth'?" said the dervish "He had," rejoined^ the merchants. "And was he not loaded, with honey on one side, and corn on the other' T "Most certainly he was\" they replied; "and as you have seen him so lately, and describe him so well, we suppose you can conduct us to him." 3. " My friends," said the dervis', " I have never seen your camel, nor ever heard of him, but from yourselves." "A pretty storj^, trulyM" said the merchants : "but where are the jewels which formed a part of his burden^ ?""" " I have neither seen your camel, nor your jewels," repeated the dervis. 4. On this they seized him, and took him to the THIRD READER. 93 cadi,^ where, on the strictest search, nothing could be found against him ; nor could any evidence*" be produced to prove him guiltyy either of falsehood or of theft. They were then about to proceed against him as a sorcerer/ when the dervis, with great calmness, thus addressed the court : 5. " I have been tnuch amused with your sur- prise, and own that there has been some ground for you to think that I have been deceiving you : but I have lived long, and alone ; and have found ample^ room for observation, even in a desert. 6. " I knew Jihat I had crossed the track of a camel that had strayed^' from its owner, because I saw no mark of any human footsteps on the same route: I knew that the animal was blind of one eye, because it had cropped' the herbage only on one side of its path ; and I perceived^ that it was lame in one leg, from the faint impression^ one foot had made upon the sand. 7. "1 also concluded that the animal had lost one tooth, because, wherever it had grazed, a small tuft of herbage was left uninjured, in the centre of its bite. As to that which formed the burden'' of the beast, the busy ants informed^ me that it was corn on the one side ; and the clustering flies, that it was honey on the other." • Der'-vis, a Turkish priest or monk. '' Re-join'et>, replied ; answered. •■ Bur'-den, load. •^ (Ja'-di, a Turkish judge. • Ev'-i-PENCE, proof; testimony. ' Sou'-CE-KEK, a magician. f Am'-ple, abundant. " Stray'ed, wandered. ' Cuop'rET), eaten off. I T'ek-oeiv'ed, knew. ^ Im-psf.8'-sion, mark made by presgure. ' In-form'ed, made known. [Lesson XLIII. This is a good illustration of the principle of correct object instruction. It shows how much may be learned by carefully no- ticing and studying whatever passes under our observation.] 94 WILLSON'S INTERMEDIATE SERIES. LESSON XLIY. The Captive Bird's Complaint. 1. I wonder what my wings were made for\ Fluttering, active, restless things^ ! If this cage is all of bird-land', Tell me why a bird has wings\ * 2. Shaking, hopping, waiting, restive',* How I long for once to fly^ ! How my aching pinions^ tremble^ ! Give me life', or let me die\ 3. Yonder, in a deep-green cedar'. Fair as lignt, and light as air', Shouts aloud a joyous robin^ : If you love" me', send me there\ 4. Better any thing^ with freedom', Than to know that one has wings, And must ever keep them fettered f Slavery hath a thousand stings. THIRD READER. 95 5. Oh, this cage^ ! it does not fit^ me : I'm not made for it, I know : Mine is yonder azure^ heaven — If you love" me', let me go\ Re8t'-ive, uneasy. I •= Fet'-teeed, confined. '' Pin '-IONS, wings. | ^ Az'-uke, light blue. [Lesson XLIV. " The Captive Bird's Complaint" — a sigh for free- dom — is a touching appeal against the cruelty of imprisoning the song- sters of the grove. See, also, Lessons XVIII. and XIX.] LESSON XLY. The Crickets on the Hearth. " On a lone winter evening, when the frost Has wrought a silence, from the hearth there thrills The cricket's song." 1. Bless the crickets, with their merry voices," sa^d Aunt Mary. " What shrill"" notes^ they send up from the kitchen below ! How they chirp ! chirp ! as if they were having a merry time down there." 2. " The merry voices of the crickets^, did you say'? But the cricket lias no voice\ Did you know that' ?" ^' Then how can the cricket sing\? How can he chirp^? Is not that the cricket's voic^ f And don't you hear him now' ?" 3. "Yes, yes. I liear him'. But he does not make that noise with his niouth\but by rubbing his two outer wings together. The cricket is no singer — ^but a very good fiddler. Just watch him when he makes that noise — but do not frighten him — and you can see how he does it." 96 WILLSON'S INTERMEDIATE SERIES. 4. " That is very strange^ iiideed\" said Willie. " I thought, as Aunt Mary did, that it was a miuj which the cricket sung. But I like to hear it, for Uncle John says, ^ to have a cricket on the hearth,'" is the luckiest thing in the world.' " The Crickets in the Kitchen. 5. "Lucky indeedM" said Minnie. "But is nov the cricket a thief ? Does he not, in the night time, come out of the chinks and crannies,"^ where he has lain hidden all day, and eat up the cruml)s that'have fallen from the kitchen table^ ? And if he chance® to be thirsty — as he always is — and no water be near, does he not get into the milk-jug, or gnaw great holes in the wet woolen stockings hung by the kitchen fire to dry' V 6. "And what if he does all this' !" said Willies "May he not take the crumbs which have been thrown away' % Is there any harm in this' ? And THIKD EEADER. 97 is it not well that lie should teacli you and Lucy to be more, careful than to leave tlie damp stockings where he can reach them'? May not the cricket get his living the best way he can' V 7. "I think the crickets must be very happy" said Lucy. " I should like to be a cricket, and sit all day by the fire, with nothing to do but sing, and never have to go to school." 8. " Yovl'? You, Lucy' ^: You wish to be a cricket V said L. " You who so dearly love the fields and the flowers', and the sunshine', and the bright sky', and the beautiful butterflies' ! Would you be willing to be deprived of all these' V 9. '^ Would you like to be shut up all day — all summer too, as well as winter' — with nothing to look at but the red fire, the black chimney, the ket- tle,, the andirons, and the saucepan'; with no sweet song of birds or hum of bees to listen to, only the wind in the chimney, or the clatter of the tongs and poker, or the tick of the clock on the mantel- piece' V 10. ^^Poor thing^ !'"" exclaimed Lucy. "I never thought of summer. I was only thinking what a snug and warm home you have in winter\ Poor cricket^ !'" How I pity^ you !" 11. " Nay, now, Lucy," said I, " you need not pity him ; for, like all the creatures which our good heavenly Father has made, he is very happy in his way. Does he not seem to say so in that little song which he plays on his fiddle' V 12. And so we all agreed that the cricket is as happy in his way', as we are in ours"; that, al- E 98 WILLSON'S INTERMEDIATE SERIES. though he has no voice, he has a very good fiddle, and plays on it remarkably^ welP; that he does not need our pity', and that he is not a very bad thief after all\ But who would like to exchange places with him^ ! " Not I." " Not I." '' Not I." And so said we all. " Shkill, sharp in sound. ** Notes, musical sounds. « Heaeth, pronounced hdrth. ^ Cean'-nies, narrow openings, etc. * Chance, happen. ' Re-maek'-a-bly, exceedingly. [Lesson XLV., illustrated by a view of several house-crickets around the kitchen fire-place — one on the woolen stockings, and one climbing up the milk-jug — corrects a popular error — the belief that crickets have voices, and can sing, etc. Minnie's censure of the crickets is well replied to by Willie : and Lucy's very inconsiderate wish she herself is let to retract, after a little reflection. — See the subject of "The Music of Insects" farther explained in Lesson LX.] LESSOlSr XLYI. Leon and C.laea. , 1. Leon and Clara were two orphan children, who had lived to the ages of twelve and ten years in the great city of Paris ; but when their parents died they were sent to live with their Aunt Hu- bert, in a little village a short distance from the city. 2. Aunt Hubert soon found that these city chil- dren knew very little of the world that was out- side of Paris, and that they were, indeed, very ig- norant of many of the most common things of every-day life. 3. So the very first holiday* after they went to live with her, she took them to the farm from which she obtained her butter, eggs, and milk, that they might see how people live in the country ; for THIRD EEADER. 99 it was a saying of Aunt Hubert, that " seeing is believing." 4. On their return home that very evening, the good results^ of this their first visit to the country, were very evident."" It seemed that they would never tire of talking about what they had seen, and what they had done. 5. Leon had tried his hand at the plow, under the direction of the farmer : . he had seen the corn growing in the field, and had plucked some of the ears for roasting : Clara had taken her first lesson in milking; and both had seen the process"^ of stacking wheat, and threshing oats. 6. Leon had fed the little pigs that were in the pen : Clara had fed the chickens three times ; and both of the children had been delighted in hunting hen's nests. As fond of hot rolls and butter as they were, they had never before known how bread is made; and they were surprised to find that butter is obtained by stirring or churning cream. 7. Their first visit to the country was a day of wonders to these children ; and Aunt Hubert suc- ceeded in making them feel the importance of the knowledge which they had gained, by telling them the folloiving story about the little Marquis Nihil, and his sister Letta. » Hol'-i-day, day of amusement ; festival day. *> Rk-$ult8', effects. <= Ev'-i-DENT, plain ; clear to be seen. '^ Peo'-cess, mode; manner. [Lesson XL VI. is designed to show how ignorant those people, who have always lived in a city, may be of the most common matters of coun- try life, with many of which they ought to be acquainted. They can not be well-informed of these things without they learn them by actual obser- vation.] 100 WILLSON'S INTERMEDIATE SERIES. LESSON XLYIL The Little Maequis and his Sistee. L Tlielr First Visit to the Coimtry. 1. The little Mar- quis Nihil, and his sister Letta, were ed- ucated in the city of Paris, in princely style; for the lad had a fencing-master, who came every day to teach him the sword exercise ; and his sis- ter was taught to embroider f both of them took lessons in drawing, painting, and dancing; and when they should be perfect in these, it was thought their education would be complete.^ 2. When the Marquis was fifteen years old, and his sister twelve, they went to reside*" a short dis- tance from Paris, at the castle of their uncle, for they were orphans/^ 3. As this was the first time they had ever been in the country, their eyes opened with wonder at nearly every thing they saw. They were very much surprised to see the roads unpaved;^ fields in which other things besides tulips were growing; sheep that were not led by rose-colored ribbons ; and birds that were not confined in cages ! 4. But how much were they astonished, when, on arriving at their uncle's, they learned that before French rolls can be made, wheat must grow, and be^ THIRD READEK m: ground ; that before we can have milk, cows must have grass; and that wine does not run from the vine on the turning of a key, as it does from the cask! 5. Both of these young people — the Marquis, who thought himself almost a man, and his sister, who thought herself quite a lady — wandered, in great amazement, over large fields that were not enclosed^ by iron fences, and along a lovely river, where there were neither shops, nor wharves for shipping. 1 a Em-beoid'-er, adorn with ornamental needle-work. ^ tJoM-PLETE', finished. ' Re-side', dwell ; sojourn. ^ Or'-phans, without fatlier or mother, e Un-paved', not covered with stones, f En -closed', surrounded. IJ. Their Adventures on the River. 1. One morning, as they were chat- ting, and sauntering along, they came to a small creek, in which lay a little green boat, the bow"" of which was in the form of a swan's head and neck. As the little Marquis had once crossed the river at Paris in a similar boat, he at once jumped in ; and his sister, out of respect for her brother, followed. 2. But the skiff had not been securely fastened: the shock of their jumping in had loosed the rope, and behold ! they were soon borne,^ by the current, down the river ! What then was to be done I 102 -WILLSON'S INTERMEDIATE SERIES. 3. Great was the fright of the Marquis Nihil, and his sister Letta. The latter began to cry, as she always did when any thing happened that did not please her: but the Marquis, trying to be brave, laid his hand on his sword, as he had been told every gentleman should do, when at all vexed,*" or in any danger. 4. But the Marquis soon found that drawing his sword did not prevent the boat from being carried onward by the stream : so, letting go his sword, he seized an oar. But although he knew all the move- ments of the sword exercise, and could dance al- most to perfection, he did not know which end of the oar to handle. 5. All his efforts at guiding the boat were use- less, and he only succeeded in turning it quite round two or three times, and forcing it into the middle of the stream, which carried them on so rapidly, that, as the river continued to widen, they soon lost all hope of assistance'^ from either bank. 6. The Marquis now threw down the oar in de- spair, and seated himself in the bow of the boat ; while his little sister, seated in the stern, continued to cry, for want of something better to do. At last they floated down to an island in the middle of the stream, when the boat, becoming entangled among the rushes, ran aground, and both leaped out, high- ly delighted at their escape from the river. a B5w, the forward end. I « Vexed, made angry; provoked. " BoEME, carried. | ^ Ab-sist'-ance, aid ; help. THIRD READER. 103 III, TJieir Adventures on the Island. 1. After the two cast- aways had fastened the rope to a tree, they start- ed off to see what kind of a country they were in, hoping to find a post- office where they could write, and from which they could send a letter p to their uncle, request- ing"" him to come to their aid. But they went entirely around the isl- and, without meeting with any thing but flocks of sheep, herds of cattle, fowls contentedly seeking their food, and a deserted^ house. 2. They were now convinced that they had been cast upon a desert "" island, similar to those visited by Captain Cook, or that on which Robinson Cru- soe had been cast away ; and this greatly alarmed the little lady : but her brother showed more cour- age, and told his sister not to cry, for he hoped, as he was a marquis, that all would yet be well with them. 3. " You must not despair, my sister," he said gravely, ^' for I think, if we have patience and industry, we may find something to live upon. These cows ought to produce'^ milk in abundance ; and probably the fowls of this island lay eggs, somewhat in the manner of those of more civil- ized countries. 104 WILLSON'S INTERMEDIATE SERIES. 4. " I also observed, in that forsaken hut, a sack of that white flour, with which our uncle's house- keeper pretends bread can be made. So come; let us see what we can do with these miserable materials ; and as our servants are left at the castle, we must not hesitate about helping ourselves." 5. They wisely agreed that this was the best thing to be done : but when they attempted^ to car- ry out their plan, they met with a few difficulties. They found that they could not get the milk with- out first milking the cows ; and neither knew how to set about it. Besides, the great horned beasts completely frightened them ! 6. However, the young Marquis found his courage increase Avith the occasion^ for it ; and, resolutely^ drawing his sword, he advanced toward the nearest cow, threatening her with instant death unless she then and there delivered^ up her milk ! But at this the cow turned upon him such a gentle look of wonder, that he put up his sword in despair. He was not any more fortunate' with the fowls, who fled on his approach, with a loud cackling noise. 7. In the mean time Letta, who had gone to the house, wandered over it in a very unhappy state of mind. She had, indeed, found the bag of flour ; THIRD READER. 105 but she had not the least idea how flour was to be made into bread. She saw a large side of bacon^ hanging in the chimney, and wondered what it could be. The fire, too, had gone out ; and she knew no way of relighting it, as she had always called upon her maid Catherine to do such things. 8. And thus hours ran by, and the unhappy ones began to think they should perish with hunger. The face of the little Marquis became very sad, and his sister began again to cry. At last, as evening drew near, they both left the house, and began anew their search for something to eat. 9. They saw plenty of hazel and chestnut trees bearing their fruit, but the chestnuts were hidden in their prickly burs, and the nuts in their green husks,' so that they did not know the fruit which they had seen only on the table in the city. All they could find to eat were a few miserable wild cherries. =^-^^M^5^r: 10. They had just completed this poor repast,^ when, hearing a noise, they turned round, and were joy- fully surprised to be- hold a party of men and women who had just landed from a boat near by. They proved to be the farmers of the island, who had been spending the day in the fields on the other side of the river, making hay. E 2 106 WILLSON'S INTERMEDIATE SERIES. 11. As Nihil related his adventures, not all the respect they felt for a marquis could restrain their hearty laughter. They could not well understand why any one should be so ignorant of the most common things ; and they perhaps felt a little pride in their own superior knowledge. 12. However, these good people soon made up for their lack of reverence, by conducting the brother and sister to the house, where the good wife prepared for them an excellent meal, made up solely from the flour, and the bacon, and the fruits of the island ; thus proving, that, U7iless ive hnow how to make use of the means within ov/r reaxih^ ive might as ivell he without them. 13. This little story, told by Aunt Hubert, led Leon and Clara to desire to see and understand every thing that passed around them; and they determined, if they should ever find themselves in the situation of the little French Marquis and his sister, they would at least know better how to help themselves. 14. They were not satisfied until they had seen all the different kinds of farm labor; and what they did not understand, they were glad to have ex- plained to them. They were, indeed, all the time asking questions : but this. Aunt Hubert said, is the way children learn. She told them they might ask all the questions they chose, and she would answer as many of them as she could. * Re-qtjest'-ino, asking. •* De-sert'-kd, forsaken; abandoned. Des'-ert, not inhabited. ** Pbo-duce', give ; yield, * At-tempt'-ed, tried ; endeavored. *■ Oo-OA.'-8iON, opportunity; necessity. e Res'-o-httE'LT, boldly ; courageously. h De-liv'-eeed, gave ; yielded. ' Fort'-c-nate, successful. J Ba'-con, hog's flesh salted and smoked. ^ Re-past', meal ; act of eating. THIRD READER. 107 [Lesson XLVII. well illustrates the principles of the preceding lesson. Although the little French Marquis and his sister had been instructed in all the accomplishments that were by some thought necessary to a com- plete education, yet their ignorance of common things must have made them appear very ridiculous in the eyes of intelligent country people. Their ed- ucation had not been practical; and hence they were totally unfitted to take care of themselves. Though in the midst of abundance, they came near perishing of hunger when left to their own resources. Let the resolution of Leon and Clara — "to see and understand every thing that passes around them" — govern all who wish to fit themselves for the business of life.] LESSON" XLVIII. Time. ^ The moments fly — a minute's gone^ ; The minutes pass — an hour is run^ ; Tlie day is fled — the night is here^ : Thus flies a week', a month', a year. 2. A year^ ! alas, how soon 'tis past' ! Who knows but this may be our last' 1 A few short years, how quickly fled\ And we are numbered with the dead. 108 WILLSON'S INTERMEDIATE SERIES. The watch is ticking, ticking, Ticking my minutes away^ ; And minutes make up the hours', And hours make up the day. ^^^1 i' 1. i^^^^^^^fr* ^M m||- ^f^mt ^^^■i ^^vp^ r:' "'liP^ 4. The clock is striking, striking The hours so loud and clear^ : The hours make up the day', And the days make up the year. 6. The bell is tolling, tolhng. For one whose day is done^ : To where time is known no longer. That weary soul has gone. THIRD READER. 109 6. And it soon will toll for me^ ; And then my home will be Where the icatch ticks no more^, And the clock strikes no more, And there is no more time for me. [Lesson XL VIII. very forcibly pictures the rapid flight of time — from youth to old age — from moments, through minutes, hours, days, weeks, months, and years; until the tolling bell warns that "there is no more time" for the weary soul that is gone. Illustrations. The first illustration is a picture of the period of Youth. A lad on his way to school — the school-house being seen in the distance — is urged by his companion to turn aside, and spend the day in pleasure. As each one now decides, so, it is probable, will his future life be marked, as one of honor, or of dishonor. The second picture is that of Youth taking lessons from the experience and wisdom of Age. The remaining illustrations require no explanation.] The School -room. 1. In the school-room w^hile we stay, There is work enough to do ; Study, study through the day. Keep our lessons all in view. 2. There's no time to waste or lose, Every moment we should use, For the hours are gliding fast ; — Soon our school-days will be past. 110 WILLSON'S INTEEMEDIATE SERIES. LESSON XLIX. The Farmer's Life. 1. Here is a country scene — a farmer's home. Here is the plain, low farm-house, only a story* and a half high ; so unlike the high buildings we see in the city. But why do people in the city build houses so much higher than in the country^ ? Can any one telF ? Many of the city houses are four and five stories in height. 2. It is early in spring. The trees and shrubs around the farmer's dwelling are now covered with leaves. Some flowers are growing in earthen pots, which stand on a shelf between the window and the porch,^ on the sunny side of the house. Two persons, one of whom is a little girl, are standing on the steps at the end of the piazza.'' A boy is THIRD READER. HI driving the cows to the pasture, and the dog is going with him. It is a quiet country scene. It is a morning in spring. 3. I like the country. Who does not like its green fields\ its waving grain\ its golden harvests\ its old forests^ and pleasant groves\ its bubbling springs^ and winding streams^ its herds of cattle\ its flocks of sheep^ — and its good honest people too'? 4. Has any one more cause to be happy than the farmer^ ? Who has purer air to breathe\ purer water to drink\ and more wholesome food to eat* than the farmer'? Who has more real comforts, and less care than he'? Ought not the farmer to be very thankfuF ? 5. The farmer rises early, and goes forth to his work in the field while the dew is still on the grass, and the morning air is fresh and balmy.^ The birds welcome him with their songs. His eye beams with delight at all he sees ; his step is firm and elastic ; and the glow of health is on his cheek. 6. Happy the man whose wish and care A few paternal acres® bound ; Content to breathe his native air^ In his own ground. 7. Whose herds with milk\ whose fields' with bread\ Whose flocks' supply him with attire^ ;s Whose trees' in summer yield him shade\ In winter', fire\ " Sto'-ey, the height of one room. •> PoKCH, entrance to a house ; portico. *= Pi-Az'-ZA, a covered walk or portico. •* Balm'-y, fragrant; sweet. e " Pa-tep.'-nal Acees," land left by one's father. [place, f " Na'-tive Air," the air of his hirth- 8 At-tiee', clothing. [Lesson XLIX. is the beginning of a series of lessons on "The Farm-> er's Life," illustrated by a picture of a farmer's home. The farmer is rep- 112 WILLSON'S INTERMEDIATE SERIES. resented as leading a quiet, healthy, and happy life, for which he has cause to be very thankful. For the benefit of the pupils, let the teacher give a more free reading of the seventh verse. Thus : "Whose herds supply him with milk, whose fields supply him with bread, whose flocks supply him ■•vith clothing," etc.] LESSON L. The Farmer in Spring. Making Maple Sugar. 1. Maple sugar is made from tlie sap of the tree known as the sugar-maple ; but muscovado sugar is made from the juice of the sugar-cane. In some parts of the country, where the sugar-maple-tree grows, the farmer's first work in the spring is the making of maple sugar. It is only in the spring, when the frost begins to leave the ground, that the sap can be obtained, as it then rises from the roots of the trees, and ascends^ to the buds and leaves. THIRD READER. 113 2. The following is the manner^ in which the sap is obtained. A hole, about an inch deep, is bored into the tree, with an auger; and a tube, sometimes made of the wood of the elder, or of the sumach, or perhaps of pine, is then driven in. Through this tube the sap flows\ sometimes in slow drops', and sometimes in almost a running stream\ 3. The sap is caught in troughs,"" or in wooden buckets, as we see in the picture. A pailful a day is sometimes obtained from a single tree. The sap is carried to the sugar-house, where some of it is boiled down into a thick sirup, or molasses ; and some of it is boiled until it becomes sugar. 4. At the head of this lesson we see a picture of the farmer's sugar-house, which is a rude cabin in the woods/where the maple-trees are abundant.'^ The farmer and his sons are going around to the trees and gathering the sap, which they take to the cabin, where it is poured into a large vat, or into a cistern, ready to be drawn off into the boiler as it may be needed. * As-CENDs', goes up. J <= Though (frmrf\ a long hollow vessel. ^ Man'-nek, way ; mode; method. | •* A-bun'-dant, plentiful. [Lesson L. represents the farmer in spring. The making of maple sugar is described, and illustrated.] The Peakl of Truth. Priceless gem^ ! the pearl of Tkuth^ ! Brightest ornament of youth^ ! Seek to wear it in thy crown ; Then, if all the world should frown, Thou hast won a glorious prize. That will guide thee to the skies. 114 WILLSON'S INTERMEDIATE SERIES LESSON LI. Spring is Coming. •■^-"' . "Lo ! the winter is past\ the rain is over and gone' ; The flowers appear on the earth' ; The time of the singing of birds is come\ And the voice of the turtle* is heard in the land." Song of Solomon, 2. Spring is coming ! spring is coming ! Birds are chirping, insects humming ; Flowers are peeping from their sleeping ; Streams, escaped from winter's keeping, In delighted freedom rushing. Dance along in music gushing. 3. The pleasant spring is here again ; Its voice is in the trees ; It smiles from every sunny glen, It whispers in the breeze. * The twtle-dove is here referred to. See Fourth Reader, page 144. THIKD READER. 115 4. All is beauty, all is mirth, All is glory on the earth. * Shout we, then, with nature's voice. Welcome, spring ! Rejoice, rejoice ! [Lesson LI. In an extract from the Song of Solomon, the coming of spring is described. Then follows an exultation, or transport of joy, on the coming of spring, which is represented as heralded by the birds, insects, flowers, streams, etc. All nature rejoices.] LESSON LIT. The Faemer in Speing — Continued. Plowing, Planting, and Sowing. " He that tilleth his land shall be satisfied^ with bread." — JProv., xii., 11. 1. Here is another picture of tlie farmer at his work, in the spring of the year. After the ground has become dry, the farmer plows his fields for the spring crops, and thus prepares the soil for the 116 WILLSON'S INTERMEDIATE SERIES. seed. He sows spring wheat, and rye, and oats, and barley, and other kinds of grain. 2. Sometimes he uses a machine called a drill, which is drawn by horses, and which not only drops the seeds in rows, but covers them also. Some- times he scatters the seeds broadcast,''' and then covers them by the use of a drag, or ^' harrow, which is The Drill. drawn over the land. 3. With the hoe he plants corn^, and potatoes^, and cucumbers^, and melons', and the seeds of many other vegetables\ some of which grow in the fields', and some in the garden\ Much of his time in the spring is occupied in hoeing these veg- etables. 4. He also plows some of his fields, in which he intends to sow wheat and rye in the fall of the year. These fields are called summer-falloiDS^ be- cause they are left fallow, or unsown, during the summer. But the farmer must leave some past- ure^ for his cattle, and his sheep, and his horses, and also mea*dow-land for hay. 5. In the Southern States, the planter, or farmer, raises rice on the marshy"" lands of the sea-coast. Large quantities of maize, or Indian corn, are also raised at the South; but cotton, and sugar made from the sugar-cane, are the most important prod- THIRD READER. 117 ucts^ of the Southern planter. A large farm at the South is called ^plantation. » Bko ad-oast', thrown at large, "by the hand. [for grazing. ^ Past'-Cbe, grass for cattle; land used Mae8h'-y, wet ; covered with water. Prod'-xtcts, productions ; things pro- duced by the land. [Lesson LII. is a continuation of the description of the farmer's life in spring. It is now the season of plowing, planting, and sowing, for the spring crops. The different seeds planted and sown are mentioned.] LESSON LIII. Labor. [The falling inflections in this lesson are good illustrations of Rflk IV.] 1. Labor, labor — honest labor — Labor keeps me well and strong^ ; Labor gives me food and raiment\* Labor, too, inspires^ my song\ 2. Labor keeps me ever merry ^ ; Cheerful labor is but play^ : Labor wrestles^ with my sorrow^ ; Labor driveth tears away\ 3. Labor makes me greet*^ the morning In the glorious hour of dawn\ And I see the hills and valleys' Put their golden garments on\ 4. Labor curtains^ night with gladness\ Giveth rest' and happy dreams^ ; And the sleep that follows labor' With the sweetest pleasure teems\' 5. Labor brings me all I need^ ; While I work' I need not borrow^ ; Hands are toiling for to-day\ Mind is working for to-morrow\ 6. Labor's tools make sweetest music, As their busy echoes ring^ ; Loom, and wheel, and anvil, ever' Have a merry song to sing\ 118 WILLSON'S INTERMEDIATE SERIES. 7. Labor, labor^ ! ne'er be idle^ ; Labor, labor while you can^ ; 'Tis the Iron Age of Labor^ ; Labor only makes the man ! Rai'-ment, clothing. In-spibes', fills with poetic thoughts. Wkes'-tles (res'-lz)^ strives ; contends. Ac-quire', have ; obtain, i Fla'-vor, taste ; savor. [Lesson LIV. In the story of "The Chestnut-bur," an impatient, fault-finding boy, who could not see why chestnuts are made to grow in hurs^ is reproved ; and good reasons are shown why the chestnut has such a prickly covering. It guards the nut, while the latter is small and un- ripe : it prevents the rain from wetting it, and the sun from drying it, etc. Why apples, strawberries, blackberries, etc., do not need such protection. The moral to be deduced from the lesson is, that infinite wisdom is shown in all the Creator's works. Let the teacher illustrate, farther,] 124 WILLSON'S INTERMEDIATE SERIES. LESSON LY. The Feeed Butteeply. 1. Yes, go, little butterfly. Fan the warm air With your soft silken pinions,* So brilliant and fair ; A poor fluttering^ prisoner No longer you'll be ; There ! out of the window ! You are free — you are free ! 2. Go, rest on the bosom Of some favorite^ flower ; Go, sport in the sunlight Your brief little hour ; For your day, at the longest. Is scarcely a span :^ Then go and enjoy it ; Be gay while you can. THIRD READER. 3. As for me, I have something More useful to do : I must work, I must learn — Though I play sometimes, too. All your days, with the blossoms, Bright thing, you may spend ; They will close with the summer, Mine never shall end. — T. S. Arthur. 125 » Pnst'-IONS, wings. •• Flut'-teb-ing, flapping the wings. Fa'-voe-ite, preferred ; beloved. Span, short space of time. [ Lesson LV. is an address to a butterfly, set free by the maiden who had held it a prisoner. While the butterfly is told to go and enjoy itself, in gayety and pleasure, because its days will end with the blossoms of sum- mer, the maiden reflects that slie has something "more useful to do," as her days will never end. A future life is to be provided for.] LESSON LYI. The Farmer in Summer. -vu^':^ Haying Time. 1. In the summer time, when the grass in the meadows has grown to its full height, the farmer 126 WILLSON'S INTERMEDIATE SERIES. cuts it down with the scythe, or with a machine ^ called a mower, which is drawn by horses. In the picture at the beginning of this lesson, a man may be seen cutting the grass with a mower, and others cutting it with the scythe. 2. When the grass has been dried in the sun, it is called hay. The farmer rakes this fresh hay into winrows, \sometimes with a hand-rake, but now more frequently^ with a rake drawn by a horse, and called a horse-rake. In the lit- tle picture in the mar- gin^ a man is shown raking hay with the horse-rake. 3. Men pitch the hay on wagons, and The Horse-rake. J^ ^g ^^^^ AySlWH lutO the barn, and piled away on the hay-mow ; or it is placed in the open field, in large heaps called hay- stacks. The hay is the food, or fodder^vwhich is given to the cattle, and horses, and sheep, in the winter season, when they can no longer find any green grass in the fields. 4. The haying season is a busy time for the farmer. He knows he must " make hay while the sun shines." When the grass has been ^ut down, and has become nearly dry, the hay will be much injured if it get wet. So the farmer must watch the clouds; and if they threaten\ rain, he must hasten*^ to get the hay into the barn. THIRD READER. 127 5. Here is a picture of getting in the hay. Can you described? Do you see how dark it is in the far west^ ? Does it look like a storm ? Per- haps it is a hail-storm, with thunder and lightning. Did you ever see a hail-storm in haying-time, or in the time of harvest ? A Thunder-storm. Getting in the Hay. 6. How quickly the hay is pitched on the wagon, or cart, by the strong arms of the farmer and his men^ ! And then away go the •teams to the barn as fast as they can be driven. Just as the farmer gets his last load into the barn, perhaps a loud and near clap of thunder startles^ him, and down pours the rain in torrents. ^ 7. Now it may rain — rain — ^rain ; but the farmer cares not. Now he likes to see it rain. How green it makes the pastures,^after the long drouth^ !^ And the hay stubblevin the meadows begins to look 128 WILLSON'S INTERMEDIATE SERIES. fresh again^ ! The " rain upon the roof" is now a pleasant sound to the farmer. It would not be quite so pleasant if his hay were in the field. ' Fbe'-qttent-ly, often. ■> MAB'-{iiN, side of the page. * Thebat'-en, indicate ; foreshow. ^ Has'-ten, hurry. « Staet'le, alarm suddenly. f Deouth, dryness ; want of rain. [Lesson LVI. The story of the farmer's life is here continued, from Lesson LII. The methods of cutting the grass, and of raking up the hay, are described, and illustrated. A thunder-storm in haying-time is described, and its effects shown in the hurrying of the farmer and his men to secure the hay. The effect of the rain upon the dry pastures, etc.] LESSON LYIL The Farmer in Summer — Continued. Harvest Time. 1. After haying, conies the harvest\ or gathering in of the wheat', and the rye', the barley', the oats', and the peas', and some other erops\^ Here is a picture of a harvest scene. THIRD HEADER. 129 2. The wheat-harvest is a busy, hurrying time. It is the great event of the year for the farmer in some parts of our Northern States. The farmer must have all his workmen engaged in season, for the harvest must not be delayed.^ 3. Do you know when the wheat must be gath- ered? The wheat must be cut down when the stalk or straw turns'" yellow. Then the kernel, or grain^, which before was milky, and light', becomes hard and heavy^; and the head of the wheat, which before stood erectV^ bends downward with its own weight. Then it is time to begin the harvest. 4. A man cuts the wheat with a sicMe'^ or with a farming implement called a cradle'^ or it is cut by a machine called a reaper^ ^ which is drawn by horses. These different ways of cutting grain are shown in the picture at the head of the lesson. 5. After the wheat has been cut down, it is bound in sheaves or bundles, which are put up in bunches of a dozen or more, called shocks^ or stoohs. The bundles then remain in the field until the straw has become thoroughly dried, when they are carried to the barn. 6. Eye, and barley, and oats, are cut and gath- ered in a similar manner, except that the barley is often mown, like grass, and is not then bound in bundles. Can you tell what use is made of wheat, and rye, and barley, and oats' ? a Crops, farming produce. I *^ Turns, is becoming. ^ De-lay'ed, put off ; deferred. | '^ E-eect', not leaning ; upright. [Lesson LVII. Harvest-time is here described, and illustrated by a view of the laborers in the harvest-field. The wheat harvest. When the wheat must be gathered. The different methods of cutting the grain, as shown in the picture. How the wheat is secured. Rve, barley, oats, etc.] F 2 13G , WILLSON'S INTERMEDIATE SERIES. LESSON LYIII. Give to the Poor. 1. Though but a trifle, something give To help the poor along : , 'Tis not how much\ it is the wilt That makes the virtue strong. 2. You have but little' ? Never say • " 'Tis of no use to give :" A penny, if you give to-day, May make the dying live. 3. It is the motive,* not the gold, Upon the water cast. That will return a hundred fold,^ To cheer and bless at last. 4. Then give a trifle cheerfully ^ Fron> out thy little store. And it will all return to thee When thou wilt need it more. o Mo'-TivE, intention. | *> Fold, times. [Lesson LVIII. is a plea for charity to the poor. In what the virtue of giving consists. The plea that we have but little, and that, therefore, it is of "no use to give," answered. What is the meaning of the third verse? Where, in the Bible, may the following verse be found ? " Cast thy bread upon the waters ; for thou shalt find it after many days." How will what we give return to us ?] LESSON LIX. Who was the Gentleman? 1. And do you think you are a gentleman'? Why^? Is it because you carry a little dandy cane', smoke cigars', and wear your hat on one side of your head' ? Is that the way to be a gentle- THIRD READER. 131 man' ? Read the following story, and decide wliat it is that makes the gentleman. 2. One afternoon, last spring, there had been a sndden gust of wind, and a slight shower of rain. But the clouds soon passed away. The sun shone out brightly, and the rain-drops sparkled like dia- monds upon the trees of Boston Common. 3. The Boston boys love the Common; and well they may ; for where could they find a more glorious play -ground? During the shower, the boys had taken shelter under the trees'; as soon as it was passed, they resumed"" their amuse- ments. ^ 4. On one of the crossings, or walks, appeared a small, plainly-dressed old woman, with a cane in one hand, and a large green umbrella in the other. She was bent with age and infirmity,^ and walked slowly. 5. The green umbrella was open, and turned up in the most comical'' manner. The wind had sud- denly reversed"^ it, without the consent or knowl- edge of the old lady, and she now held it in one hand, like a huge flower with a long stalk. 6. " Hurrah ! hurrah !" cried one of the boys, pointing to the umbrella. "Mammoth cabbages for sale! Mammoth cabbages!" 7. The whole rabble of boys joined in the cry, and ran hooting after the poor old woman. She looked at them with grave® wonder, and endeav- ored^ to hasten her tottering footsteps. 8. They still pursued her, and at length began pelting with pebbles the up-standing umbrella; 132 WILLSON'S INTERMEDIATE SERIES. some crying "Mammotli cabbages," and others " New-fashioned sun-shades." 9. She turned again, and said, with tears in her eyes, ^^ What have I done, my little lads, that you should thus trouble me^ ?" 10. "It is a shame," said a neatly-dressed, fine- looking boy, who rushed through the crowd to the rescue^ of the poor old woman. 11. "Madam," said he, "your umbrella was turned by the wind. Will you allow me to close it for you ?" 12. "I thank you," she replied. "Then that is what those boys are hooting -at ! Well, it does look funny," added she, as she looked at the cause of their merriment. The kind-hearted boy endeav- ored to turn down the umbrella, but it was no easy task ; the whalebones seemed obstinately bent on standing upright. 13. The boys now changed the object of their attack, and the pebbles rattled like hail upon the manly fellow who was struggling to relieve the poor woman from her awkward predicament.^ 14. "You are a mean fellow, to spoil our fun," said they ; " but you can't come it : cabbage leaves will grow upward." 15. He, however, at length succeeded, and, clos- ing the troublesome umbrella, handed it to the old w^oman with a polite bow. 16. " Thank you, thank you, a thousand thanks, sir," said she ; " and I should like to know your name, that I may repay you whenever I can find an opportunity." THIRD READER. 183 17. "By no means," replied he. "I am happy to have rendered you this trifling service ;" and he walked away. 18. "Well," said she, "whoever you are, your father and mother have reason to be proud of you, for you are a gentleman — a perfect gentleman." 19. And so he was a gentleman; and I wish I could tell you his name, that you may see if my prophecy' does not prove true. 20. "Manners make the man," you may often have written in very legible-^ characters in your copy-books. They certainly do go very far toward making the gentleman. But a true gentleman must have a good heart also. e Kes'-cue, aid ; relief; deliverance. h Pee-I)ic'-a-ment, unfortunate condition. ' Proph'-e-cy, declaration of something to come. J LEi'-i-jJLB, plain; readable. " Ee-sttmed', began again. ^ In-fibm'-i-ty, feebleness, « Com'-ic-al, droll ; laughable. ^ Re-versed', turned back, * Grave, serious. ' En-»eav'-oee», tried ; attempted. [Lesson LIX. very happily illustrates the character of the true gentle- man. It was not only not gentlemanly for the boys to annoy a poor old woman for sport, but it was cruel, and wicked in them. The boy who braved the derision and resentment of his comrades by going to the res- cue of the old lady, was a gentleman, not merely because he did a courte- ous act, but because he did it from kind feelings and good motives. It is impossible for a bad man, or a bad boy, to be a gentleman.] LESSON LX. The Music of Insects. 1. The evening after we had been talking about the crickets,^* we were all sitting around the table, Aunt Mary knitting, and Lucy and Minnie engaged'' with their sewing.^ Willie, having closed his book, * Sec page 95. 134 WILLSON'S INTERMEDIATE SERIES. had been for some time gazing into the fire, as if in deep thought, when he abruptly"" broke the silence by turning to Uncle John, and asking, " Uncle John, do not the 'katydids sing^ ?" 2. Before Uncle John had time to reply, Lucy took it upon herself to answer : " Why, yes\ Wil- lie', the katydids sing nearly every summer night\ and all through the pleasant evenings of autumn. Don't you remember that the trees around the house seemed'^ to be full of them' ; and that when one called out ' Katy did,' another would sing back ^ Katy didn't' ?' And don't you remember the story about Miss Katy and her lover, which Uncle John read to us one evening, after we had been listening to the song of the katydid' T 3. " But Uncle John told us the cricket does not sing'," said Willie, " but only rubs his wings to- gether\ to make that chirping noise which we thought was his song^. Uncle John', does the katy- did make its song in the same way' T 4. " Yes, yes, in just the same way. The katy- did is no singer\ but only a jiddler^^ just as the cricket is. And, what is strange, it is Mi\ Katydid that does all the fiddling ; but whether Mim Katy- did does the dancing^ ^ or not', I don't know\ Wil- lie', did you ever catch a katydid, and examine it' V 5. " Yes," said Willie^ " I caught two of them on a cherry-tree one day last summer. They were about an inch and a half long, of a pale green color, and they looked very much like grasshop- pers. Our man Henry told me they were katydids : but I never could catch one in the evening ; for, as THIRD READER. 135 soon as I touched the tree on wMcli one was sing- ing — I mean fiddling — it would stop, and I could not find it." 6. " If you had caught the one that plays the tune of ^ katydidV you might have seen, at the base of each outer wing, a hard, glassy portion"" of the wing, shaped somewhat like a half moon."^ It is by rubbing these together, by a saw-like motion of the wings, that the insect makes the noise you hear." 7. " I suppose, then," said Minnie, ^' that the lady katydids have to keep silence\ and listen to the music of their mates. How hard it must be always to listen, and never to talk or sing at air — or, per- haps I should say, never to fiddle" at all." 8. " Uncle John," said Lucy, " I am almost sorry you told us how the cricket and the katydid make their songs — no, not songs — for a song is what is sung. It is very puzzling^ not to know how to speak of the noise which the katydid makes. What shall we calP it. Uncle John' V 9. " I suppose you must call it a song, for that is the name which all the writers give to all such noises of insects, however they are made." 10. "Do all insects make their noises, or songs, in the same way as the cricket and the katydid' ?" asked Willie'. 11." Not in exactly the same way. All the grass- hoppers rub their outer wings, or wing-covers, to- gether ; but the locust rubs the inside of its thighs against its wings." 12. "I remember, one time last summer\" said * See the picture of the male katydid, page 137. 136 WILLSON'S INTERMEDIATE SERIES. Willie, '^ that I heard a ticking noise in the wall^ which sounded just like the ticking of a watch ; and some one said it was a little insect that made the noise." 13. "Yes, that was the little insect which has been called the death-watcli^ because ignorant peo- ple once thought there would soon be a death in the family where it was heard." 14. " But how does the death-watch make that noise^ ? just as regular as the ticking of a watch," said Willie. " And I wonder why it makes it," said Lucy. " Can you tell us. Uncle John^ V 15. "We know how it makes the noise, for it has often been seeii doing it. It is by knocking with its jaws against the wood on which it is standing. And this noise, which has frightened so many peo- ple, is said to be the call of the insect to its mate." 16. " And, then, there is one of the hawk-moths, that makes a mournful sound by rubbing its suck- ing-tube, or prO'hos^-cis^ as it is called, against a hard, glassy surface beneath it. Some ignorant people are alarmed when they hear this noise, for they think it is a funeral hymn for the dead." 17. "I am sure I shall never be frightened at any of the noises which insects make," said Willie. " Nor I," said Lucy, " if I only know it is an insect that makes them." <* Skem'ei), appeared. « Por'-tion, piece; part, f Puz'-ZLiNG, perplexing. ^ En-ga«ed', occupied ; employed. *» Sew'-ing, pronounced so'-ing. *= Ab-kcpt'-ly, suddenly. [Lesson LX. is a continuation of the study of insects, from Lesson XLV. The manner in which the katydid makes its music is explained. What is said of the noises made by grasshoppers, locusts, the death-watch, and the hawk-moths. The light of science has dispelled many superstitions fancies.] THIRD READER. 137 LESSON LXI. The Katydid. Male Katydid. Female Katydid. 1. Many pretty little poems have been written about the katydid, and many times the question has been asked of this evening minstrel*, " Who is this Katy, about whom you are constantly singing\ and what is it that Katy did^ T It has been sup- posed by some that Mis8 Katydid sings the song we hear. Thus, one has written : 2. " Thou art a female', katydid' ! I know it by the trill^ That quivers through thy piercing notes, So petulanf^ and shrill." 3. But no^ ! For once, the poet was mistaken ; for it is found that Miss Katydid has no words in which to express"^ either her joys or her sorrows. The unfortunate creature is dumb ! 138 WILLSON'S INTERMEDIATE SERIES. 4. Again, some one pretends that, while he was listening to the katydid's song, he heard the gentle notes of some little unseen fairy, complaining of what the katydid sung, but hoping that he would not tell any thing more. To this complaint, and request, we may suppose the kind katydid made the following reply : 5. " But never fear^ me, gentle one', Nor waste a thought or tear, Lest I should whisper what I heard In any mortal® ear. I only sport among the boughs\ 'And, like a spirit hid', I think on what I saw and heard, And laugh out ' Katydid.' 6. " I sit among the leaves here, .When evening zephyrs^ sigh\ And those that listen to my voice I love to mystify :^ I never tell them alP I know'. Although I'm often bid ; I laugh at curiosity. And chirrup*^ ' Katydid.' " 7. So, after all our curiosity, we must still re- main ignorant of what " Katy did," although the little chirping' minstrel says he knows. We half suspect, however, that the " Katy" of the song is- Miss Katydid herself, and that she did just noth- ing at all but listen to the evening serenade^ of her joyful mate. » Min'-steel, a musician; a singer. "= Tkill, a quaver, or shaking of the voice in singing. « Pet'-u-l,ant, saucy; pert. •* Ex-PEE8s', relate; tell. « Mob'-tal, human. * Zeph'-yr, any soft, gentle breeze. 8 Mys'-ti-fy, perplex; puzzle. h ChTe'-eup, to chirp, like a cricket. ' Chiep'-ing, pronounced churp'-ing. I Ser-e-nade', music usually performed at night, and under windows, for the en- tertainment of ladies. THIRD READER. 139 [Lesson LXL A fanciful and poetical view is here given of those in- teresting insects, the katydids. It is a singular fact, that all the musicians among the crickets, the grasshoppers, etc., are, like the feathered minstrels of grove and garden, of the masculine sex.] LESSON LXII. The Goodness of God. 1. The Lord is good to all ; and his tender mer- cies'" are over all his works. 2. The Lord is gracious,^ and full of compas- sion f slow to anger, and of great mercy. 3. The Lord upholdeth*^ all that fall, and raiseth up all those that arer bowed down. He healeth the broken in heart, and bindeth up their wounds. 4. The eyes of all wait upon thee, O Lord ; and thou givest them their meat in due season. 5. Thou openest thy hand, and satisfiest the de- sire^ of every living thing. 6. The Lord is nigh unto all them that call upon him: he will fulfill the ^desire of them that fear him: he will also hear their cry, and will save them. 7. The Lord preserveth all them that love him : but all the wicked will he destroy. 8. As for me, I will call upon the Lord, and he shall save me. Evening, and morning, and at noon, will I pray, and cry aloud ; and he shall hear my voice. 9. In God have I put my trust f and I will not be afraid what man can do unto me. » Meb'-cif.s, goodness ; disposition to treat kindly. ^ Gra'-cious, disposed to forgive; merciful. « CoM-PAs'-siON, pity; a desire to relieve those who suffer. Up-holp'-eth, holds up ; supports; keeps from falling. De-siee', wants ; longings. Trust, reliance; confidence. [Lesson LXII. consists of verses selected from the Psalms, in which the 140 WILLSON'S INTERMEDIATE SERIES. psalmist celebrates the goodness of God ; closing with the declaration that in God he will put his trust, and will not fear what man can do unto him. More solemnity of tone and manner is required in reading this, than an ordinary narrative piece. See also Note to Lesson LXX.J LESSON LXIII. Courage and Pbesence of Mind. 1. While Edward Jones and George Williams were strapping on their skates, they heard a cry of terror from Henry Lee, who had reached the pond some little time before them. Looking np, they saw Henry struggling in the water. He had broken through the ice, where it was very thin ; and as at every attempt he made to get out, the ice broke with the weight of his body, he was in dan- ger of drowning, or of being chilled to death, un- less speedy* assistance came to him. THIRD READER. 14,1 2. But what did his two companions, Edward and George, do ? Edward was so frightened that he threw off his skates, and ran back, screaming, toward home ; but George, with more presence^ of mind and courage, seized a long pole that lay upon the shore, and ran as quickly as possible to the place where Henry was struggling in the water. 3. " Don't be frightened, Henry," he called out ; "don't be frightened — I'm coming to help you." At this Henry ceased his violent efforts, and re- mained quiet until George came up as near as it was prudent to come, and reached out the pole carefully to him. 4. " Now hold on to that," said he, coolly. The poor lad in the water did not wait to be asked twice. With both hands he grasped the pole. Then George lay down at full length, and keeping one hand, for support, on the pole, he crept up so close to the broken place in the ice, that he could grasp one of Henry's hands. 5. " Easy — easy," said he, in a calm, encouraging voice, as Henry caught his arm eagerly, and was in danger of dragging him in also. " Don't struggle so hard," said George ; " be a little more quiet, and I will get you out." This gave Henry more con- fidence ;° and after this it took but a moment for George to pull the lad out of the water, and get him beyond all danger. 6. The two boys were more than half way home when they met a number of men, whom Edward Jones had alarmed by his cries for help, running at full speed to rescue^ the drowning lad. They \ 142 WILLSON'S INTERMEDIATE SERIES. praised George for his noble conduct ; and this was very pleasant to him, but not half so pleasant as the. reflection that he had saved the life of his young playmate. 7. On the evening of the same day, Mr. Jones, the father of Edward, took his son into his room, and when they were alone, said to him, " Why was it, my son, that you did not, like George Williams, go immediately to the aid of Henry Lee, when you saw him struggling in the water V 8. " I was so frightened," replied the boy, " that I did not know what I was doing." "And this fright," said his father, " would have cost Heniy his life, if there had not been another boy near to save him." Edward looked serious, and his eyes were cast upon the floor. "I'm sorry," he said, "but I could not help it," 9. " Don't say that you could not help it, my son," replied Mr. Jones. " It is the duty of all to overcome such fear, for every one should be brave, and ready to risk even life itself to save others. And now let me tell you what happened when I was a boy. 10. "Two children were playing near a deep spring, that was walled up at the sides. One of them was only four years old ; the other was seven. The larger boy's name was Frank. While Frank was playing by himself, he heard a splash, and turn- ing round, he saw that his brother had fallen head foremost into the spring, and was struggling in the water. 11. "Frank was terribly alarmed, and his heart THIRD READER. 143 beat so loud that it seemed to him any one stand- ing near might have heard it. What did he do^? Did he run away for help^ ? No. Little as he was, he was thoughtful and brave, and instead of start- ing off to get some one to come and save his broth- er, he laid hold of him by the legs, and after a great effort succeeded in dragging the already half- drowned child from the spring. 12. "I must tell you another circumstance that happened to these two brothers. One day they were playing by the side of the deep trough that receives the water from your uncle's mill-race,® when the little one slipped off the bank .into the rapid current. In an instant the child went sweep- ing down toward the open mill-gate, through which the water was rushing right down upon the great wheels. 13. "If Frank had hesitated a moment, his little brother would have been lost ; but the brave boy sprang at once to the rescue,*' and leaning dovni, he caught the child by the clothes, and held on to him eagerly. The water was so far down, and Frank had to stoop so low, that he had not strength to pull his brother out ; so he could do nothing but hold on to him, and scream loudly for help. 14. " But the noise of the mill was so great that the millers could not hear his voice, and thus near- ly five minutes passed away, and Frank was nearly exhausted," when a man who was going by saw him, and ran down along the mill-race, and rescued the drowning child. 15. " Thus it was that the courage and presence^ 144 WILLSON'S INTERMEDIATE SERIES. of mind of Frank had twice saved the life of a brother. Now suppose, Edward, that he had been too much frightened to think or act in a proper manner, as you were to-day — don't you think his little brother would have been killed on the wheels of the mill r 16. Edward shuddered at the thought. "That brave lad," continued Mr. Jones, " was your uncle Frank ; and the brother whose life he saved is now your father." " You', father, you' !" exclaimed Ed- ward, in surprise. '^ Did Uncle Frank twice save your life' ?" 17. '* Yes, my son, I fell into the spring; and your uncle, by his promptness to act, saved me from drowning ; and 1 fell into the mill-race, and there his courage and presence of mind saved me a sec- ond time. What would have become of me, Ed- ward, if my brother had done as you did to-day^?" 18. Edward's thoughts went back to the mill- pond, where he had seen Henry Lee struggling in the hole in the ice ; and he now saw how easily he might have rescued'^ him from his perilous^ situa- tion, instead of running away, frightened, scream- ing for others afar off to do what was needed to be done at the moment. 19. He felt, painfully too, that his playfellow would have been drowned, had not George Wil- liams, with true bravery, gone instantly to his aid. His own conduct appeared in a most unfavorable light. It was a moment of self reproach and mor- tification '} but it was not without its good effects upon Edward, who resolved to act, in the future. THIRD READER. 145 with more presence of mind, in all cases of danger that might occur. « Speed'- Y, prompt; ready. '' Pees'-ence, calmness ; self-control. « Con'-fi-dence, belief that he would be saved. '^ REs'-otJE (verb), save ; deliver from dan- ger. « Mill'-raoe, a ditch, or canal, to convey water to a mill. f Ees'-cue (noun), deliverance from dan- ger, [strength. 8 Ex-haxtst'-ed, wearied ; deprived of ^ Per'-il-ous, dangerous. ' Mok-ti-fi-oa'-tion, humiliation. [Lesson LXIII. shows the importance of being calm and brave in time of danger. How George Williams, by his courage and presence of mind, saved the life of his companion, while the frightened Edward Jones ran away. What was said in the conversation between Edward and his father. The incidents mentioned by Mr. Jones. What were Edward's reflections after this conversation. How he resolved to act in future.] LESSON LXIY. "Who is my Neighbor^? 1. Who is thy neighbor' ?* He whom thou Hast power to aid or bless ; Whose aching head, or burning brow Thy soothing hand may press. 2. Thy neighbor is the fainting poor, Whose eye with want is dim ; Oh, enter then his humble door With aid and peace for him. 3. Thy neighbor'? He who drinks the cup When sorrow drowns the brim ; With words of ever-cheering hope, Go thou and comfort him. 4. Thy neighbor' ? Pass no mourner by ; Perhaps thou canst redeem A breaking heart from misery ; — Go share thy lot with him. [Lesson LXIV., which is in reply to the question, "Who is my neighbor?" is given in illustration of the principle set forth in the tenth chapter of Luke, from the twenty-fifth to the thirty-seventh verse, inclu- * For the rising inflection here, see Note to Rule III. G 146 WILLSON'S INTEKMEDIATE SERIES. sive. Let the pupil read these verses in Luke, after which he will the bet- ter appreciate the lesson. It was the good Samaritan who was ^^ neighbor'' unto him that fell among thieves.] LESSON hXX, The Uses op Insects. 1. " I can not see the use oi spielers' — and of a great many other ugly- looking insects\" said Willie. "And, besides', spiders are very crueP, for they catch flies, and I ifiWFH^^HS^^^^ kill them', and suck their I liflLiy»^^^^»i bloodV 2. "It seems to me\ then'," Uncle John qui- etly replied, "that the more spiders^ there are in the stable', the less will the horses suffer from the flies\" 3. "I did not think of that\" said Willie; but, after reflecting* a moment, he continued, "But what good do the flies do\ Uncle John' ? And if they" do no good', would it not be better if there were neither flies nor spiders' V 4. " Do you know\ Willie', that the fish you like to eat, fatten on the flies that hover over the stream' ? And that the poultry, especially ducks and turkeys, and also great numbers of birds, thrive^ all the better for the caterpillars, grass- hoppers, flies, and spiders, which they pick up and eat, as a relish with their ordinary*' food' ?" ' THIRD READER. 147 * Fliea eating sugar, after dissolving it. 5. "But what do the flies eat'?" asked Willie. " Do they eat other little insects, not so big as the flies^?" 6. " No. The common house-fly, and some oth- er kinds, have no mouths for eating — only a little tube through which they suck up their food, after first moistening it. Thus they eat sugar, after dissolv- ing it with their sa- liva.'^ 7. " But, although the flies are sometimes very troublesome, they are useful in more ways than one. Wherever pu- trid® meats and rotten vegetables are found, there the flies swarm in immense^ numbers in the warm days of summer, and by feeding on these sub- stances they do much to remove the causes of disease." 8. Just then Minnie came in from the gar- den with a bowl of currants which she had picked for tea. Taking up a stem of the cur- rants on which was a little red -coated and The Lady-bird and the Currants. turtlc - shapcd 1 U S e C t, X48 WILLSON'S INTERMEDIATE SERIES. Willie remarked^ that lie had seen a great many of them before, but he did not know their names. 9. "This'," said Uncle John, "is a kind oihe€tle\ called a lady-hird^. And it comes just in the right time to teach us another lesson about the useful- ness of insects." 10. " But, Uncle John', are these little bugs good for any thing' ? Do they do any good' T asked Willie. 11. "I don't like to hear them called hugs'^'' said Uncle John. "The lady-birds do not belong to the race of bugs\ but to a much more respectable family. They are heeiles'j and are to be classed with the beetles' and the weevils\ although these latter, I confess, sometimes do a great deal of dam- age."^ 12. "But what are the lady-hirds good for^?" asked Willie. " That's what puzzles me. Don't they eat the currants', and other kinds of fruit', and the squash vines', and the pumpkin vines', where I have seen so many of them' T 13. "Not' at air, not' at ally said Uncle John. " Both the lady-birds, and the little grubs which produce them, feed wholly on the plant-lice which destroy so many of our garden plants and vines. And if the gardener would keep an army of these lady-birds', the garden would be all the better for it. They are also a very simple and sure remedy* against the plant-lice which are sometimes so de- structive to the plants in green-houses." 14. "This is all new to me\" said Minnie; "and the next time these little lady-birds get on my THIRD READER. 149 hands' or dress', I shall not think them so very ugly after all\ I do think their colored wings — some red, and some yellow — are really heautiful}^ 15. "Are there many other insects that are as useful as the lady -birds, and the flies'?" asked Willie. 16. "What do you think of the hees^ that make the honey you like so welP^ ?" asked Uncle John. 17. "Yes, Willie'," said Minnie, "we are to have some honey for tea. I think the bee is much more useful than the lady-bird." 18. " And I remember," said Willie, " that in the third chapter of Matthew, which we had for our Bible lesson last Sunday, it is said of John the Baptist, ^ his meat was locusts and wild honey!' But is the locust, as well as the honey, really good food, Uncle John'?" 19. "I suppose the locust mentioned in Matthew was a kind of grasshopper," said Uncle John, " which is still found in immense numbers in some Eastern countries, and is used there as a common article of food." 20. "Are there any other useful insects' ?" asked Willie. " What do you think of the silk-worm, which makes all the silk that is used in silk dresses, and shawls, and gloves, and many other articles^ ? Is the silk-worm of any use' ?" 21. "But is the silk- worm an insect! f'' asked Willie. " I did not know that worms' were called insects'." 22. "The silk-worm," said Uncle John, "is a 150 WILLSON'S INTERMEDIATE SERIES. caterpillar.\ which, after spinning its silF, and winding itself up in a little mass of it, called a cocoon', comes out a butterfly, or moth." 23. "I suppose just like the common cater- pillar which you told us about," said Willie. " But is all the silk in Silk-worm, Cocoon, Moth, and Moth's Eggs. ^J^^ WOrld madc by SUch little worms'?" 24. " Yes, all of it. Byt how many elegant la- dies, do you suppose ever reflected^ that their most costly and most beautiful articles of dress, are fur- nished^ by a mere worm) — by a common caterpil- larM" 25. "But are there many other useful insects'?" asked Willie. " I suppose all insects have their uses," said Un- cle John, " and that our heavenly Father made all of them for wise purposes. But where do you sup- pose we get the red, and crimson, and scarlet col- ors, for coloring many of our silk and cotton goods^r 26. "I'm sure I don't know\" said Willie. But Minnie said that Aunt Mary bought some cocM-i- neal^ at the drug-store, a few days ago, to color a shawl ; but what the coch'-i-neal was made of, she did not know\ 27. "The coch'-i-neaiy said Uncle John, "which THIRD READER. 151 was long thought to be the seeds of a plant, is a very small red inseet\ that is obtained in great numbers in Mexico^, and in some of the warm countries of South America. It is found feeding on the cactus plant. If you should moisten some of the dry coch^-i-neal in vinegar^, you might per- haps see the ringlets of the insect's body, and also its little feet. 28. "But here I can show you a picture of the cactus plant on which the coch^-i-neal feeds, and also a picture of two of the insects, although both are here made much larger than they are in nature. The male insect is seen on the left, and the female on the right. It is the female insect — ugly- looking as it is here — which is so much prized"" for the beauty of its color." 29. "How strange^?' said Lucy. "I wonder how many people know that cocF-i-neal is only a dried insect \^ Poor little creatures! I won- der how many of you it would take to weigh a pound !" Cactus Plant and Cochineal Insects. h Dam'-age, injury. > Rem'-e-dy, cure. J Re-flect'-ed, considered. ^ Fub'-nisiiei), supplied. ' Pronounced kotch'-in-eel. °> Prized, valued. Re-fleot'-inq, thinking ; considering. * Thrive, grow fat. <= Or'-di-na-ry, usual; customary. <* Sa-li'-va, spittle. « Pu'-TBiD, decajing; rotten. '' Im-men8e', very great. 8 Re-maek'bd, said. [Lesson LXV. explains some of the uses of insects. What is said of spiders ; of caterpillars, grasshoppers, flies, etc. How flies eat sugar. One of the important uses of flies. What is said of the lady-birds — what they eat, etc. Bees and locusts. The silk- worm. Cochineal.] 152 WILLSON'S INTERMEDIATE SERIES. LESSON LXYI The Spider and the Fly. — A Fable. 1. "Will you walk into my parlor'?" said the Spider to the Fly; " 'Tis the prettiest little parlor that ever you did spy^ ;* The way into my parlor is up a w^inding stair ; And I've many curious things to show when you are there\" " Oh, no, no," said the little Fly ; " to ask me is in vain ; For who goes up your winding stair, can ne'er come down again." 2. " I'm sure you must be weary\ dear', with soaring^ up so high'; Will you rest upon my little bed' ?" said the Spider to the Fly. "There are pretty curtains drawn around^; the sheets are fine and thin^ ; And if you like to rest a while', I'll snugly tuck you in\" " Oh, no, no," said the little Fly ; " for I've often heard it said. They never, never wake again, who sleep upon your bed." THIRD READER. 153 3. Said the cunning Spider to the Fly, " Dear friend', what can I do To prove the warm affection^ I've always felt for you^ ? I have, within my pantry, good store of all that's nice ; I'm sure you're very welcome — will you please to take a slice'?" " Oh, no, no," said the little Fly ; " kind sir, that can not be: I've heard what's in your pantry' ; and I do not wish to see!" 4. " Sweet creature'," said the Spider, " you're witty' and you're wise^ ; How handsome are your gauzy^ wings^ ! how brilliant are your eyes^ ! I have a little looking-glass upon my parlor shelf; If you'll step in one moment\ dear', you shall behold^ yourself." "I thank you, gentle sir," she said, "for what you're pleased to say ; And bidding you good-morning now\ I'll call another day." 6. The spider turned him round about, and went into his den; For well he knew the silly fly would soon come back again: So he wove a subtle® web, in a little corner sly, And set his table ready to dine upon the fly. 6. Then to his door he came again, and merrily did sing, " Come hither, hither, pretty Fly\ with the pearl and sil- ver wing^ ; Your robes are green and purple^ ; there's a crest upon your head^ ; Ydur" eyes' are like the diamond bright^ ; but mm^ are dull as lead^ !" 7. Alas ! alas^ ! how very soon this silly little fly, Hearing his wily, flattering words, came slowly flitting byM G 2 154 WILLSON'S INTERMEDIATE SERIES. With buzzing wings she hung aloft, then near and nearer drew, Thinking only of her brilliant eyes, and green and purple hue — Thinking only of her crested head — poor foolish thing^ ! At last. Up jumped the cunning spider, and fiercely held her fast! He dragged her up his winding stair^ ; into his dismaF den^ ; Within his little parlor^ ; but she ne'er came out again ! 8. And now, dear little children', who may this story read', To idle, silly, flattering words, I pray you ne'er give heed; Unto an evil counselor,^ close heart, and ear, and eye. And take a lesson from this tale of the spider and the fly. » Spy, see. *" Soar'-ing, flying aloft. e Af-feo'-tion, love; good --will. ^ Gauz'-t, like gauze ; thin as gauze. [Lesson LXVI. This fable very forcibly depicts the well-known cun- ning of the spider, and the simplicity of the silly fly. The result furnishes a useful moral. Words of flattery and falsehood, though repelled at first, by being often repeated at length exert their baneful influence upon the vain and weak-minded. Thus, in the first, second, and third verses, the fly, knowing the treachery of the spider, repels all his blandishments ; but, in the fourth verse, begins to yield, and promises to "call another day." The artful spider then felt sure of his victim ; and the result proved that he had not misjudged the effects of his "flattering words." Observe the circumflex accent on "your," last line of first and second verses; and on "your," and "mine," last line of sixth verse.] e Stjbt'le (sut'tl), artful; cunning. ' Dis'-MAL, dark ; gloomy. s Cottn'-sel-ok, one who gives advice. LESSON LXYII Keep to the Right. 1. "Keep to the right\" as the law directs\* For such is the rule^ of the road^ : ITeep to the right, whoever expects Securely to carry life's load. 2. Keep to the right, with God and his Word^ ; Nor wander',*^ though folly allure^ :^ ITeep to the right, nor ever be turned From what's faithful', and holy', and pure\ THIRD READER. 155 3. Keep to the right, within and without\ With stranger', and kindred', and friend^ : Keep to the rights and you need have no doubt That all will be well in the end. 4. Keep to the right in whatever you do\ Nor claim but your own on the way^ % Keep to the rights and hold on to the true, Fi;om the morn to the close of life's day. Di-KEOTs', orders; commands. I •= Wan'^dek, go astray. , '' KULE, law. I '' Al-lfke', attempt to lead astray. [Lesson LXVII. It is a well-known law of the road, that each one shall "keep to the righV — that is, in the direction of his right hand — in passing another. The same phrase, or sentence, is here appropriately used, but with a different meaning, to. enforce a principle of God's law — that of doing what is morally "right" on all occasions.] LESSON LXYIII. The Gold Sovereign. 1. "When I was in my eightli year" said Judge N , " my father and mother being poor, with a large family of children to support,^ I was bound out to a farmer by the name of Webb, in whose service^ I was to remain"" until I should reach the age of twenty-one years. 2. " I can not say that I had a very easy time in Farmer Webb's service; for although he was an honest deacon, and a kind man in his family, he did not believe in allowing"^ boys to be idle : so I had plenty of work to do, and very little time for play. 3. " Money was not very plenty in those days ; and I had lived with Deacon Webb three years before I had handled any coin except a few copper 156 WILLSON'S INTERMEDIATE SERIES. pennies. By tlie following accident I learned the color of gold. 4. " One Saturday night Deacon Webb sent me to the village on an errand. While on my return, just about dusk, I noticed® a little package of brown paper lying in the road. I picked it up, tore open the folds, and finding nothing, was on the point of throwing away the useless paper, when something dropped out, and fell with a ringing sound upon a stone. 5. "• Stooping down, I saw, with surprise, what appeared to be a piece of money ; but it was such as I had never seen before. It was yellow, round, too bright and too small for a penny. I took it up ; I turned it over ; I squeezed it in my fingers. Something whispered to me that it was a gold coin of great value. 6. "Trembling with excitement,^ I put it into my pocket. But I could not let it stay there. Every few minutes I took it out to look at it ; but when I met any one, I was careful to put it out of sight. " Yet I felt a guilty dread^ of finding its owner. I tried to persuade myself, if I found no owner, that the coin was honestly mine by right of dis- covery ; and why should I go about the streets crying, ^ Who has lost a piece of money^ V 8. " On reaching home, I hurried off to bed as soon as possible. I would not have any one know what I had found for the world. I was troubled with the fear of losing my treasure. But this was not all. It seemed^ to me that my face betrayed^ THIED READER. 157 tbe secret. I could not look at any body witli an honest eye. 9. "These troubles kept me awake half the night. On the following morning I was feverish and nervous. When Deacon Webb, at the break- fast-table, said, ' William !' I started, and trembled, thinking the next words would be, ' Where is that piece of gold you found, and wickedly concealed to keep it from the rightful owner V But he only said, ' I want you to go to Job Baldwin's this morning, and ask him if he can come and work for me to-day and to-morrow.' 10. " I felt relieved.^ I left the house, and was soon out of sight. Then once more I took the coin out of my pocket, and feas^ted on its beauty. Yet I was unhappy. My conscience troubled me, and I almost wished I had not found the money. * Would I not be called a thief if discovered V I asked myself ^ Was it not as wrong to conceal what I had found, as to take the same amount from the owner's pocket V 11. "^But,' I said to myself, 4f I do not know who the loser is, how can I give him back his money^? It is only because I am afraid Deacon Webb will take it from me that I conceal it ; that is all. I certainly would not steal it ; and if the owner should ask me for it, I would give it to him.' 12. " Thus I reasoned with myself all the way to Mr. Baldwin's ; but, after all, it would not do. I could not satisfy myself that I had done right ; and the more I thought of it, the worse I felt. The 168 WILLSON'S INTERMEDIATE SERIES. gold in my pocket was like a mill-stone around my neck." » Sup-poet', maintain ; take care of. •^ Skkv'-iob, employment. « Re-main', continue. •* Al-low'-ing, permitting. • No'-TioED, observed. f Ex-oite'-ment, agitation. 8 Deead, apprehension ; fear. i» Seem'ed, appeared. ' Be-teay'ed, made known. J Re-liev'ed, freed from apprehension. LESSON LXIX. The Gold Sovereign — Continued. 1. " Mr. Baldwin was not at home, and I returned* to the deacon's house. I saw Mr.Wardly's horse standing at the gate, and I was terribly^ frightened. Mr. Wardly was a constable, and I thought he had come to take me to jail; so I hid in the garden until he went away. Then I went into the house. 2. "Deacon Webb looked angry at me. Now, thought I, he is going to accuse'' me of finding the gold. But he only scolded me for being gone so long. I never before received a reprimand^ so will- ingly. His severe words sounded sweet to me — ^I had expected something so much more terrible. 3. " I worked all day with the treasure in my pocket ; but I stopped so often to see if it was real- ly there, that I wonder Deacon Webb did not sus- pect'' something ^vrong. The possession of the gold troubled me ; but the fear of losing it troubled me still more. 4. "I was not happy. I was miserable.^ I wished, a hundred times, I had not found the gold. I felt it would be a relief to get rid of it ; and once I wrapped it in brown paper, just as I had found it, but I had not the courage to throw it away. THIRD READER. 15^1 I wondered if ill-gotten wealth made every body so miserable. 5. "At night I was sent again to Mr. Baldwin's, when I obtained^ his promise to work for Deacon Webb on the following day. It was already dark when I started for home, and I was afraid of rob- bers. I never before felt so cowardly. It seemed to me that any body could rob me with a clear conscience, because the gold was not mine. I reached home with trembling, and went trembling to bed. 6. " The next morning Mr. Baldwin came early, and took breakfast with us. He was an honest, poor man, who supported^ a large family by hard labor. Every body liked him, he was so industri- ous and faithful ; and, besides making good wages, he often received presents of meal and flour from those who employed' him. 7. "At the breakfast-table something was said about the ^news.' ^I suppose you have heard about my misfortune,'-' said Mr. Baldwin. ' Your misfortune^ ? Why, what has happened to you^ V asked the deacon. 8. " ^ I thought every body had heard of it,' re- plied Mr. Baldwin. ^ The other night, when Mr. Wardly paid me for my work, he gave me a gold piece — a sovereign.'^ 9. "I started, and felt the blood forsake my cheeks ; but as all eyes were fixed upon Mr. Bald- win, my confusion was not observed.^ 10. " Mr. Baldwin continued : ' I thought, if I should put the money loose into my pocket, like a 160 WILLSON'S INTERMEDIATE SERIES. penny, I might lose it. So I wrapped it in a piece of paper, and put it into my coat pocket, where I thought it would be safe. I never did a more fool- * ish thing. I must have lost the coin on taking out my handkerchief; and the paper would prevent its making a noise as it fell. 11. "^When I reached home I discovered my loss, and went back to look for the money ; but somebody must have picked it up.' " ^ Who could be so dishonest as to keep it V asked the deacon. " I felt as if I should sink through the floor. 12. " ^I don't know,' said Mr. Baldwin, shaking his head sadly. ^I hope his conscience won't trouble him more than the money is worth; though I know this — I sadly miss my earnings.' 13. " This was too much for me. The allusion"^ to my conscience brought the gold out of my pock- et. I resolved"" to throw off the weight of guilt which oppressed me, and be honest, in spite of pov- erty and shame. So I held the gold in my trem- bling hand, and said, ' Is this yours, Mr. Baldwin V 14. " My voice was so faint that he did not hear me. So I repeated the question in a louder tone. AH eyes were at once turned upon me, and the deacon demanded when and where I had found the money. 15. "I burst into tears, and confessed every thing. I had expected the deacon would punish me severe- ly ; but he patted my head, and said kindly, ^ Don't cry about it, William. You are an honest lad, though you have had a narrow escape. Always THIRD READER. 161 be honest, my boy ; and if you do not become rieli, you will be happy in having a clear conscience.' 16. ^^ I cried, but it was for joy. I laughed too, I was so happy for having overcome the tempta- tion, and driven the tempter from me. Of what a load was I relieved ! I felt, then, that honesty is the best policy. 17. "As for Baldwin, he declared that I should have half the money for finding it ; but I wished to keep clear of the troublesome stuff for a time, and I did. I would not accept the gold ; and I never regretted it. 18. "I was the deacon's favorite after this. He was very kind to me, and trusted me in every thing. I was careful not to deceive him. I preserved the strictest candor and truthfulness in all things, and that has made me what I am. 19. " When the deacon died, he willed me five hundred dollars, with which I came here and bought new lands, which are now worth a great many sov- ereigns. But this has nothing to do with my story. That is told ; and all I have to add is, I have never regretted clearing my conscience of poor Job Bald- win's sovereign." ^ Em-ploy'kd, hired. J Mis-foet'-une, ill fortune ; calamity. " S6v'-EB-EiGN, an English coin, of the value of $4.84 ; a pound sterling. • Ob-serv'ed, noticed. ™ Al-lu'-sion, reference, " Re-»olv'ed, determined. « Re-turn 'et>, went back. ^ Tee'-ri-bly, very much. e Ac-cusiE', charge with. •* Rep'-ei-mand, reproof. * Sus-pect', mistrust. ^ Mis'-ee-a-ble, wretched. e Ob-tain'ei>, received. *^ Scp-port'-ed, maintained ; subsisted. [Lessons LXVHI. and LXIX. This story of Temptation is a practi- cal illustration of the importance of adhering to the principle set forth in Lesson LXVIL — that of "keeping to the right" in all matters of moral conduct. Although the lad who found the money tried hard to persuade himself that it was right to keep the secret to himself, and that the coin 162 WILLSON'S INTERMEDIATE SERIES, v was honestly his, yet conscience told him he was doing wrong ; and he was in a very unhappy state of mind until he restored the lost treasure to its rightful owner. The happiness he then felt was worth more to him than any amount of money obtained dishonestly.] LESSON LXX. ' Praise the Lord. 1. O Lord, open thou my lips, and my mouth, shall show forth thy praise. 2. I will praise thee, O Lord, with my whole heart. I will be glad, and rejoice in thee. I will sing praises to thy name, O thou most High. 3. I will bless the Lord at all times ; his praise shall continually'' be in my mouth. I will sing praises unto his name forevermore. 4. O praise the Lord, all ye nations ; praise him, all ye people. For his merciful kindness^ is great toward us ; and the truth of the Lord endureth'' forever. Praise ye the Lord. 5. One generation^ shall praise thy works to another, and shall declare thy mighty acts. 6. All thy works shall praise thee, O Lord ; and thy saints shall bless thee. 7. Sing praises to God, sing praises ; sing praises unto our King. For God is the King of all the earth. Sing, ye, praises unto him. 8. Make a joyful noise unto God, all ye lands ; all the earth shall worship thee, and shall sing to thy name. 9. Let the people praise thee, O God; let all the people praise thee. 10. It is a good thing to give thanks unto the THIRD READER. 168 Lord, and to sing praises unto tliy name, O most High. 11. O give thanks unto the Lord, for he is good ; for his mercy endureth*" forever. 12. O that men would praise the Lord for his goodness, and for his wonderful works to the chil- dren of men. 13. From the rising of the sun unto the going down of the same, the Lord's name is to be praised. 14. Let every thing that hath breath praise the Lord. Con-tin'-tt-al-ly, constantly. | « En-dur'eth, lasteth ; continueth. •» Kind'-ness, goodness. | <* Gen-ee-a'-tion, the people of one period. [Lesson LXX., consisting of verses selected from the Psalms, is both an address to the Lord, and an exhortation to praise him. The character of the piece requires, for its appropriate reading, such solemnity of tone, and reverence of manner, as one should /ee/ in addressing Deity.] The Bible. Behold the book whose leaves display The truth', the life', the way\ The mines of earth no treasure give That could this volume buy^ : In teaching me the way to live', It teaches how to die\ Mind makes the Man. * (/ There is a simple little truth — Dispute it, ye who can — 'Tis not old age, or lively youth. But Mind that makes the man. 164 WILLSON'S INTERMEDIATE SERIES. LESSON LXXL Cateepillaes and Butteeflies. Caterpillars, Chrysalids, Moths, and Butterflies, 1. " How many caterpillars there are this sum- merM" said "Willie. "What disagreeable,^ ^gty- looking things they are, too^ ! They were not here THIRD READER. 165 last montli; but now they are all over the trees, and on the ground, almost as thick as flies. Where did they all come from\ Uncle John^ V " They came from little eggs that were laid by the butterflies," said Uncle John. 2. "The butterfliesM" Do butterflies lay eggs that hatch out such ugly-looking worms as these caterpillars are^ ? How very strange that is^ ! But I have not seen any butterflies since last summer," said Willie. 3. "That is very true; but the butterflies laid the eggs last autumn ; and now, when the spring comes on, the warm weather makes them hatch out." " But what becomes of all the caterpillars every year^? Do they lay eggs which hatch out other caterpillars^?' 4. "Not at all. Many are killed in various ways ; but great numbers of them change into the beautiful butterflies which you and Mary admire so much." . 5. "That is very curious," said Willie. "It must be very funny for a worm, that has only crept on the ground, to have wings given to it, so that it can fly up into the air. But, Uncle John^, did you ever see a caterpillar change into a butterfly^ V 6. "I have often seen it while it was clmnging^'' said Uncle John ; " but it does not change instant- ly. The caterpillar, after hiding itself away in some quiet place, first throws off its hairy covering, or skin ; then it is called a chrys^-q-lis^ or chrys^-a- lid ; and in this condition it remains, with little or 166 WILLSON'S INTERMEDIATE SERIES. no motion, sometimes only a few days, and at otter times weeks or months, when it finally comes out a butterfly, with wings. A great many of the fly- ing insects pass through just such changes— having been worms, or grubs, before they were able to fly." 7. " Do you mean to say, Uncle John', that all the flying insects — such as be^etles', and flies', and musquitoes', and grasshoppers', and crickets', and bees', and wasps','' and moths','' were first worms without wings' V 8. "All that you have named, except crickets and grasshoppers," said Uncle John. "All the bee- tles\ all the thousand kinds of flies, and the mus- quitoes^ ; and all, the bees, and wasps, and the but- terflies, and the moths, pass through these wonder- ful changes." 9. " How I should like to see what you call a chry^-Orlis'^ Uncle John', change into a hiiUerfly^P'^ said "Willie. " If it were in the spring of the year," said Uncle John, " we could easily find a chrys'-a-lis ; and then you might watch it, and see this wonderful change: but now, all that could have been found last spring have already changed into butterflies." 10. The summer passed away, and the winter also ; and when spring came again, Willie had not forgotten what had been told him about the cater- pillars and the butterflies ;, and one day he asked Uncle John if he thought he could find a chrys'-a- lis for him. 11. Uncle John thought he could: and after he THIRD READER. 167 Two Specimens of the Chrysalis. and Willie had searched a while, they found sev- eral specimens of a beautiful egg- shaped chrys'-a-lis, of a bright green color, each having on it rows of gold- en spots. One was hanging, by little silken threads, from the underside of a fence-board, and others were found on the stalks of some coarse grasses. 12, They also found one, of a different kind, firm- ly fastened to the stalk of a currant- bush, and wrapped up in a kind of coarse but very firm silken bag called a co-coon^ which was almost as large as a man's thumb. Here is a picture of the co-coon^. 13. These were brought into the house, and put in a warm place near a window in the garret; and from day to day Willie watched for the butterflies that Uncle John told him would come out of them. And, sure enough^ ! in a few days, out of the little green chrys--a-lis there came a but- terfly with dark -red wings; and the wings had black veins, and a black border with a row of white spots. 14. Willie was so de- lighted with his butterfly, that he ran and called Un- cle John and Aunt Mary to come and see it. Uncle John told Willie that this kind of butterfly was long ago named Berenice^ Cocooa of the Cecropia Moth. The Berenice Butterfly. 168 WILLSON'S INTERMEDIATE SERIES. after a queen of Syria, who was celebrated for her great beauty. 15. Early the next morning Willie went to ex- amine his large co-coon^, when, lo ! he found it was empty ! There was a hole ifi the lower end of it. On looking up over the window, there was his but- terfly, as he called it. And a large and beautiful one it was, too. 16. Its four wings, which it could spread out five or six inches, were of a dusky- brown color, with a red- dish-white band for a bord- cecropia Moth. ^p^ ^j^^ ^ j^j^ ^ large rcddlsh spot near the middle of each wing. Uncle John told him that this insect was not a butterfly, but one of the flight moths, called the Ce-czo^-pi-a Moth. 17. "And now, Willie," said Uncle John, "you must remember that this beautiful butterfly, and this beautiful moth, with their beautiful colored wings, were once worms — caterpillars — that crept on the ground ! Long ago a poet wrote about the butterfly — " ' Yet wert thou once a worm, a thing that crept On the bare earth, then wrought^ a tomb, and slept.' 18. "Yes, the caterpillar made for himself a tomb, where he slept through the winter; but in the spring he awoke TheCaterpmarfrom tO a UCW kiud of lifc ! If SOmC littlC 5?uf c^rp'i^^^^^ fairy had changed the worm into a THIED READER. 169 butterfly, don't you think it would have been won- derfur r 19. Willie thought this true story of the eater- pillar and the butterfly quite as wonderful as the story of Cinderella and the Glass Slipper. After this he amused himself in finding other specimens of the chrys-a-lis, and other co-coons, which he hung up in the warm garret of the house, by the win- dow; and soon he had butterflies and moths in abundance. Some were yellow; some were red and orange ; some were green, with wings of bronze and gold — perfect little fairies; a few were blue ; some were brown ; some were black ; and some of the moths were white. 20. Uncle John told him their names, and de- scribed their habits; and before the summer was over Willie could tell what kinds of butterflies most of the caterpillars that he saw would change into ; and when, in the autumn, he found a chrys^- a-lis, or a co-coon^, he learned from Uncle John what kind of a butterfly, or moth, would come from it. 21. So fond of the study of these insects did Willie become, that even the crawling caterpillar was no longer disagreeable and ugly-looking to him. " Little worm," said he, " one day you will lay aside your old cloak of a garment, and put on a robe of scarlet and green, with a golden border ; and then, flying about the garden and the fields, and sucking honey from the flowers, how happy you will be !" 22. ^^And one day," said Uncle John, ^'we shall lay aside these fraiF bodies of ours, like worn-out II 170 WILLSON'S INTERMEDIATE SERIES. garments ; but our spirits will rise fi'om the earth, as on wings ; and if we have been good here, we shall soar away to a beautiful country beyond the skies, where we shall be forever happy." Dis-a-geee'-a-ble, unpleasant to look at. ^ €nBYs'-A-Li8, pronounced kris'-a-lis. ' €o-€OOn', pronounced ko-koon'. <> Bee'-e-nice, pronounced Ber'-e-nls. ^ Wrought, made ; fonned. '' Fkail, weak ; liable to decay. 10 See Note to Rule X. [Lesson LXXI. The general subject of this lesson, which is treated in a familiar, conversational style, is the metamorphoses of insects. The abund- ance of caterpillars in the early summer suggests the inquiry, " Where did they come from ?" It is found that they come from eggs laid by butter- flies. When the caterpillar is fully grown, it throws off its hairy covering, and changes to a chrysalis, or grub-like insect, which has little or no ap- pearance of life ; and the chrysalis, after a little time, changes into a but- terfly ; and thus, from year to year, this continued round of change goes on. Most other insects pass through similar changes. Chrysalids, cocoon, butterfly, and moth. A pleasant study for children. Willie's address to the caterpillar. The moral of the lesson, as contained in Uncle John's re- marks.] LESSON LXXII. The Worm and the Butteefly. 1. When first their leaves of tender green The budding trees display,* The caterpillar tribe is seen, Like them, in green array :^ Crawling on their little feet, All day long they crawl and eat. 2. Come again ; their meal is done ! They've gained their proper^ size, And each a slender web has spun, In which he sleeping lies. Feeling neither joy nor pain : Will he ever move again ? 3. Come once more : the case is torn, The sleeper soared^ on high ; Through air on downy wings upborne,® Behold the butterfly ! THIRD READEU. 171 No more he makes the leaves his prey/ But gaily flutters all the dav. * Dis-plat', show ; exhibit, i" Ar-ray', dress.' «= PiiOP'-EK, naturaL ^ Soared, has soared ; has mounted up. *= Lp-borne', lifted up. ' Prey, food. [Lesson LXXII. is a poetical description of the changes from the cater- pillar to the butterfly state. In the first verse, the appearance and habits of the caterpillar in spring are described. In the second verse, the insect is described as spinning its cocoon, or silken case, in which it sleeps until the time comes for it to burst forth — a butterfly ! In the third verse, the insect is described as having changed to the butterfly state. It has now no mouth, and can no longer injure vegetation ; but, with its long tube-like tongue, it feeds upon the juices of plants and flowers.] LESSON LXXIII. The Humming -bird and the Butteefly. — A Fable, 1. One day a hummiiig-bird, for the first time, met a butterfly; and, being pleased with the hand- some form of the stranger, and the beautiful colors of her wings, made an oflfer of perpetual"" friendship. 2. "I can not think of such a thing," was the reply; "for you once spurned^ me, and called me a stupid ivorm^ fit only to be trodden upon." 3. "Surely, that is impossiUe^^ exclaimed the humming-bird, in real surprise, " for I always had the highest respect for such beautiful creatures as you are." 4. "Perhaps you do now," said the other; "but when you insulted me I was a caterpillar. So let me give you a piece of advice : never insult the humble, as they may some day become your supe- nors." " rEE-PET'-ir-AL, lasting ; continual. | •> Spuen'ed, treated with contempt. [Lesson LXXIII. The fable of the humming-bird and the butterfly is designed to illustrate a useful moral, having many applications in real life.] 172 WILLSON'S INTERMEDIATE SERIES. * LESSON LXXIY. Dare and Do. 1. Dare to think, though others frowh^ ; Dare in words your thoughts express^ ; Dare to rise, though oft cast down^ ; Dare the wronged and scorned to bless\ 2. Dare from custom to depart^ ; Dare the priceless pearl possess^ ; Dare to wear it next your heart^ ; Dare\ when others curse', to bless\ 3. Dare forsake what you deem wrong^ ; Dare to walk in wisdom's way^ ; Dare to give where gifts belong^ ; Dare God's precepts to obey\ 4. Do what conscience says is right^ ; Do what reason says is best^ ; Do with all your mind and might^ ; Do your duty^ and be blest\ [Lesson LXXIV. This is an exhortation to independence and bold- ness of character — to dare and do what is right on all occasions. For the falling inflection at the close of each line, see Rules IV. and VIII.] A Noble Boy. 1. A few years ago a steam-boat sank in the Missouri Eiver, near St. Louis. Among the per- sons who were swept overboard were a woman, and a boy about twelve years of age. 2. A man on a steamer near by, seeing the boy struggling with the waves, threw him a rope, and called to him to take hold of it. The little fellow replied, " Never mind me, I can swim ; save my mother." They were both saved. THIRD READER. 173 LESSON LXXY. Bees and their Dwellings >^^^ Hive of Bees. 1. A very curious and beautiful palace is the home of the Honey-bee. If you could look into this bee-hive, you might see a long line of dwell- ings, called cells, framed"" with the nicest care, row above row ! These cells are built of white wax ; they are neatly varnished with gum, and filled with provisions for the winter ! 2. The home of the honey-bees is built upon a regular plan ; and there are paths among the cells, just wide enough for two bees to meet and pass each other. You might think the busy workers were always bustling about in the greatest confu- sion ; yet each knows her own business, and her own proper place. Every thing is done in the strictest^ order. 3. But who are the inhabitants of this palace — or rather, we might say, of this populous'' city ? for 174 WILLSON'S INTERMEDIATE SERIES. it contains from ten thousand to thirty thousand living beings ! 4. First, there is a large number ofWorhmg-hees, They are the laborers, who do all the work. They go forth early every fair morning in summer, to fill their bottles with honey,* and their baskets with pollen.f They build the cells: they gather the wax and the honey; and they take care of the young. These workers are very good judges of the weather, for they are seldom caught in a show- er, and they take care to stay at home when there is thunder. Worker. 5. Then there is a set of Drones in every hive — lazy fellows, who gather no honey. About the middle of summer the working -bees sting the drones to death, and then drag their dead bodies out of the hive. The drones have no stings. * Bees swallow the honey which they find in flowers, carry it to the hive, and then empty it from their mouths into the cells. t Bees have, on their hind legs, little basket-like cavities, in which they gather the pollen, or dust of flowers. THIRD READER. 175 6. Every swarm of bees has a Qiieen^ who does no work, but who is treated*^ with the greatest re- spect by the rest of the hive. She is larger than the other bees. She moves in a slow and majestic^ manner, and is attended by a guard of workers. She lays all the eggs, to the number of many thou- sands, and is the mother of the whole hive. 7. Two working-bees, of the same hive, may sometimes be seen fighting, when each throws her- self upon the other with great fur}^ They fall to the ground, and wrestle together, each trying to thrust its sting between two ringlets^ of the body of its rival. If one is thus stung, it soon dies : but if the victor loses her sting in the contest, she, also, soon perishes. 8. Such a battle is sometimes ended in a few minutes : sometimes it continues for hours, before either can give the fatal blow. The bees of differ- ent hives often wage deadly war upon one another; and in one of their murderous battles they often " pile the ground with thousands slain," so that a whole swarm is thus sometimes destroyed. 9. There are many kinds of bees, besides the honey-bee. There are the Humhle-hees — or, as they are often called, the Biimhle-hees^ which are very much like the honey-bees in their habits. 10. There are also the curious Carder-hees^ who dig, for their home, a hole in the ground, which they cover with a dome° of moss. This moss they card into small bundles, before they carry it to their dwelling. They sometimes line the ceiling^ of their house with wax, to keep out the rain. 176 WILLSON'S INTERMEDIATE SERIES. 11. There are some bees that are real robbers. These are called Cuckoo -hees^ because, like the cuckoo, they make no nests of their own, but lay their eggs in the cells of their more industrious neighbors. 1 2. Other kinds of bees are the Mason-heeSj which build their dwellings of sand and cement, the Car- pe7iter-heeSj and the Mining-bees. The latter bore holes in sunny banks, to the depth of six or eight inches, where they form a smooth chamber, and there lay their eggs, placing near by a ball of pol- len for the young to feed upon> ^ Fkam'et>, formed; made. ^ Strict'-est, most complete. ' Pop'-u-Lous, full of people. •* Teeat'-f,t), waited upon. * Ma-je8'-tI(J, noble; dignified. ^ PvIng'-let, a small ring. The hind body of the bee consists of six scaly ringlets. 5 Dome, an arched roof. ^ Ceii/-ing {seel'-mg\ the covering of the inner roof, or top of a room. [Lessqn LXXV. is a brief description of the dwellings and the habits of some of the families of the bees. The honey-bee ; its cells ; their ar- rangement; number of bees in a hive ; working-bees; drones; and queen. Battles of the honey-bees. Humble-bees, carder-bees ; cuckoo-bees ; ma- son-bees; carpenter-bees; mining-bees.] LESSON LXXYI. HONETBALL AND YlOLETTA ; OR, ThE HiVE-BEE AND THE Caepentee-bee. 1. Honeyball was a good-natured, easy kind of creature, who belonged to the city of the Honey- bees. She was very ready to do a kindness if it cost her but little trouble ; but she was as lazy as any drone in the hive. 2. Honeyball would have liked to live all day in the bell of a foxglove, with nothing to disturb* her in her idle feast. It was said, in the hive, that THIRD READER. 177 more than once she had been known to sip so much, that at last she had been unable to rise, and for hours had lain helpless on the ground. 3. One bright sunny morning, when the bees were early abroad, Honeyball shook her lazy wings, and crept to the door of the hive : there she stood for a few moments, jostled^ by the passing throng, when she finally flew off in quest of food. 4. How delightful was the air^ ! how fragrant" the breeze^ ! The buttercups spread their carpet of gold, and the daisies their mantle of silver over the meadows, all glittering with the drops of bright dew. 5. Honeyball soon found a flower to her taste, and never thought of quitting it till she had sipped away all its honeyed store. She had a dim^ idea that it was her duty to help fill the honey-cells of the hive ; but poor Honeyball was too apt to pre- fer pleasure to duty. 6. " I should like to have nothing to do^ !" she murmured, little thinking that a listener was near. 7. ^' Like to have nothing to do' ! Is it from a hive-bee that I hear such words' ! From one whose labor is itself all play' !" 8. Honeyball turned to view the speaker, and beheld, on a sign-post near her, the most beautiful bee she had ever seen. She knew her, at once, to be a carpenter-bee. Her body was larger than that of a hive-bee, and her wings were of a lovely violet color, like the softest tint of the rainbow. 9. Honeyball was a little ashamed of what she had said, and a little confused by the speech of the H 2 178 WILLSON'S INTERMEDIATE SERIES. stranger: but as all bees consider eacli other as cousins, she thought it best to put on a frank, easy air. 10. "Why, certainly," said she, "flying about upon a morning like this, and sipping honey from flowers, is pleasant enough for a time. But may I ask, lady-bee, if you do not think it hard to work in wax^r 11. "To work in wax^ !" scornfully replied Vio- letta — " a spft thing which you can bend and twist any way, and knead^ into any shape that you choose' ! Come and look at my home here\ and then ask yourself if you have any reason to com- plain of yow work^ !" 12. Honeyball looked forward with her two honey-combed eyes, and upward and backward with her three others, but not the shadow of a hive could she see any where. " May I venture to ask where you live'' V said she at last. 13. "This way," cried Violetta, waving her feel- er, and pointing to a little round hole in the post, which Honeyball had not noticed before. It looked gloomy, and dark, and strange ; but Violetta, who took some pride in her mansion,^ requested Honey- ball to step in. 14. " You can not doubt my honor," said she, observing that the hive- worker hesitated, " or be suspicious of a cousin' ?" Honeyball assured^ her that she had never dreamed of such a thing, and entered the hole in the post. 15. For about an inch the way sloped gently downward, then suddenly became straight as a THIRD READER. 179 well, and so dark, and so deep, that Honeyball would never liave attempted to reach the bottom, had she not feared to offend her new acquaintance. 16. She had some hopes that this deep passage might be only a long entrance, leading to some cheerful hive ; but after having gone to the very end, and finding nothing but wood to reward her search, she crept again up the steep narrow way, and with joy found herself once more in the sun- shine. 17. "What do you think of it'?" asked Violetta, rather proudly. " I — I — do not think that your hive would hold many bees. Is it perfectly finished, may I inquire^ ?' 18. "No'; I have yet to divide it into chambers for my children, each chamber filled with a mixture of pollen and honey, and divided from the next by a ceiling of glue and sawdust. But the boring was finished to-day." 19. "You do not inean to say," exclaimed Hon- eyball in surprise, " that that long gallery was ever bored by bees^ ?" 20. " N'ot by 5^^6'\" replied Violetta, with a dig- nified^ bow, " but by one" hee / I bored it all my- self." 21. The indolent Honeyball could not conceal her amazement. " Is it possible that you sawed it all out with your teeth^ V " Every inch of the depth," Violetta replied, 22. "And that you can gather honey and pollen enough to fill it' ?" " I must provide' for my children, or they would 180 WILLSON'S INTERMEDIATE SERIES. starve," replied Violetta. "Away down tliere I lay my little eggs." 23. "And you can make ceilings of sacli a thing as sawdust to divide the home of your children into cells'?" "This is perhaps the hardest part of my task, but yet it must be done." 24. " Where will you find sawdust for this car- penter's work^ ?" asked Honeyball. " See yonder little heap which I have gathered — these are my cuttings, from my tunneP in the wood." 25. "You are, without doubt, a most wonderful bee, my fair cousin ! And you really labor all alone'?" " Yes, all alone," replied Violetta. 26. Honeyball thought of her own cheerful hive, vdth its thousands of workers, and divisions of la- bor, and waxen cells dripping with golden honey. She could scarcely believe her own five eyes when she saw what one industrious insect, but little lar- ger than herself, could do ! 27. Her surprise, and her praise, pleased the vio- let bee, who took pride in showing every part of her work, describing her difficulties, and explain- ing her manner of working. 28. "One thing strikes me," said Honeyball, glancing down the tunnel. " I should not like to have the place of the eldest of your children, im- prisoned down there in the lowest cell, and unable to stir till all her sisters have eaten their way into daylight." THIRD READER. 181 29. Violetta gave what in Bee-land is considered a smile. '' I have thought of that difficulty, and of a remedy too," said she. " I am about to bore a little hole at the end of my tunnel, to give the young bee a way of escape from its prison.^' 30. "And now," added Violetta, "I will detain^ you no longer, so much remains to be done, and time is so precious. You probably have some- thing to collect for your hive : I am too much your friend to wish you to be idle." 31. Honeyball thanked her new acquaintance, and flew away, somewhat the wiser for her visit, and better contented with her condition in life ; for she felt that not for ten pairs of purple wings would she change places with the carpenter-bee. * Dis-TtTRu', trouble; annoy. ^ Jos'-TLEi), run against ; pushed about. <5 Fra'-qrant, sweet-smelling; odorous. ** Dim, faint ; indistinct. •* Knead, v/ork and mix; mould; form. ' Man'-sion, dwelling; residence. 8 As-sdtred', declared ; promised. ^ Dig'-ni-fied, stately ; marked with dig- nity, [for. • "Pro-vide' for," make preparations } Tun'-nel, hole; passage. * De-tain', delay; hinder. [Lesson LXXVI. In the fable of Honeyball and Violetta, the habits of the hive-bee here described, and of the carpenter-bee, illustrate two op- posite phases of character that are often met with elsewhere than in bee- land : the one, that of the idler, preferring pleasure to duty, discontented, and to whom every labor is an irksome task ; the other, industrious, con- tented, and happy, and shunning no toil required by duty. The story faithfully represents the habits and the wonderful labors of the beautiful carpenter-bee, in constructing the habitation for its young. As the first laid and lowest egg hatches first, the young bee would have no way of getting out, if the mother-bee had not provided for this by boring a hole into the bottom of the nest. Who told the mother-bee that the low- est egg would hatch first ? And who taught her how to provide for the escape of the young? By a peculiar instinct, each young one, as it hatches, turns its head downward, and all thus pass out by the back door of the dwelling.] 182 WILLSON'S INTERMEDIATE SERIES. LESSON LXXYII. The Thrush's Sono. i^/^ 1. Methought^ a thrush upon a tree Sweetly sang one day to me, " I^oet\ poet\ hear W2e\ hear me" /" " Hear thee' ?" I at once replied ;^ " Honest fellow, yes, with pride." And then he poured out such a tide Of joy, to cheer me. 2. " Happy, happy bird," said I, " Ever would I linger*^ by." " Poet\ poet\ hear me\ hear me' /" Loud, and louder yet he sang. Till the distant woodlands rang With his wild and merry clang^ — And all to cheer me. * Me-thought', I thought. '' Re-plied', answered. '^ Lin'-ger, loiter. ° Clang, song. [Lesson LXXVII. The sounds produced by a correct reading of the third line in each verse are in imitation of the notes of the thrush. The family of the thrushes includes our wood-thrush, the English mavis, the American robin, the mocking-bird, etc. The cut at the head of the lesson represents the mocking-bird.] THIRD READEll. |183 LESSON LXXVIII. Speak Gently: Kindly. 1. Speak gently: it is better far To rule by love than fear : Speak gently : let not harsh words mar The good we might do here. 2. Speak gently : 'tis a little thing Dropped in the heart's deep well : The good, the joy, which it may bring, Eternity shall tell. 3. Speak kindly to thy fellow-man\ Lest he should die while yet Thy bitter accents^ wring his heart And make his pale cheeks wet. 4. Speak not harshly^ : much of care Every human heart must bear. By thy childhood's gushing tears\* By thy grief in after years\ By the anguish^ thou dost know', Add not to another's woe\ ^. Speak not harshly^ : much of sin Dwelleth every heart within. By the wrongs thou didst not shun\ By the good thou hast not done\* With a gentle spirit scan° The weakness of thy brother man. 6. Speak kindly to thy brother inaii\ for lie has many cares thou dost not know^; he has many sorrows thine eye has not seen^; and his heart may, even now, be breaking. 7. Oh, speak kindly to him. Perhaps a word from thee will kindle the light of joy within him, * Earnest entreaty requires the falling inflection. Sec Rules IX. and X. 184 WILLSON'S INTERMEDIATE SERIES. and make his pathway of life more pleasant. Harsh words can never recalP the erring — kind- ness may. Scan, look upon ; examine closely. Ke-call', call tack. * Ao'-CENTS, words ; modulation of the \oice in speaking. " An'-guish, grief; agony. [Lesson LXXVIII. is an exhortation to gentleness and kindness, in spee3h arid conduct, on the principle that it is better to rule by love than by fear — that harsh words mar the good we might do, etc. We are appealed to, through the remembrance of our own sorrows, not to add, by harsh words, to another's woe ; and we are exhorted, by being reminded of our own en-ors, not to be too severe upon the errors of others.] LESSON LXXIX. The Farmer in Autumn. An Autumn tjcene. 1. Here is a picture of an autumn scene in the country, showing the farmer at work after he has finished his summer harvest. He now plows over THIRD READER. 185 his summer-fallows * and sows his winter wheat and winter rye — that is, wheat and rye that are to remain in the field during the winter, and be harvested the next summer. After the wheat is sown, it is covered with .earth by the use of a drag, or harrow. Wheat and rye that are sown in the spring are called spring wheat, and spring rye. 2. The fall-sown grain comes up before the win- ter sets in^ : but if there is but little snow during the winter^, and if the ground freezes and thaws often^, the roots of the grain are apt to be thrown out of the earth\ and the grain then dies\ The farmer says it is xomter-MUed, Much snow, during the winter, is good for the wheat and rye, as it keeps the ground warm. 3. After the fall-sowing, comes the general gath- ering of the apples. And first, the winter apples must be carefully picked from the trees. They must not be shaken ofi*, for they would be bruised by the fall, and the bruising would cause them to decay. 4. Who can name the best kinds of win- ter apples^? Is not the greening a gener- Gathering Apples. ^1 faVOritc' % Is It aS good in the fall of the year, as in the winter^ ? * La,nd lah fallow, or unsown, during the summer. See page 116. 186 WILLSON'S INTERMEDIATE SERIES. Why not^? What can be said in favor of the pippin, the seek-no-farther, and the russets^ ? 5. After the winter apples have been carefully gathered, the trees dre shaken, and cleared of their fruit ; or the apples are beaten off with a pole. These remaining apples are picked up and carried to the cider-mill, where they are ground into a soft pulpy mass. 6. Formerly the apples were crushed by a large wooden wheel, which Was drawn around in a large circular trough, as we see in the picture below. The new and better kind of cider -mill is also shown in the picture. Old Mill. 7. When the apples have been crushed, or ground fine, the pulp is put into presses, and the juice is pressed from it. This fresh juice is the sweet cider THIRD READER. 187 whicli most persons are so fond of: but in a few weeks it becomes sour; and if it be left exposed to the air, it will in time turn to vinegar. 8. And what merry times boys have, in the fall of the year, in nut-gathering — and not only the boys, but the squirrels also. After a few hard frosts the shucks of the hickory-nut, and the burs of the chestnut open, and their fruit falls to the ground. Sometimes boys climb the trees, and shake off the nuts, or they beat them off with aj pole. Boys gather black walnuts, and butternuti also. 9. Gaily chattering to the clattering Of the brown nuts^downward pattering, Leap the squirrels red and gray. On the grass land, on the fallow, Drop the apples, red and yellow ; Drop the russet pears, and mellow ; Drop the red leaves all the day. [Lesson LXXIX. The story of the farmer's life is here continued, from page 129. Plowing and sowing in autumn. The fall-sown gran. Gathering apples. Winter apples. Making cider. Nut-gathering. C^ ing lines of poetry. What trees have the reddest leaves in autumn ?] Bad Thought. Bad Thought's a thief ^ ! He acts his part^ ; Creeps through the window of the heart^ ; And if he once his way can win', He lets a hundred robbers in. Advice. If wisdom's ways you wisely seek', Five things observe with care^ ; Of whom you speak', to whom you speak', And hoio\ and whertT^ and where". 188 WILLSON'S INTERMEDIATE SERIES. LESSON LXXX. The Farmer in Autumn — Co7itinued. -^ \ Corn-husking by Moonlight. 1. Has the farmer any work to do in the fields, after the fall-sowing, and the gathering of the ap- ples' ? Have all his crops been gathered' ? Has his Indian corn been secured' ? It is now that his corn harvest begins — in those pleasant autumn days that are called the "Indian summer," when the air is almost as soft and balmy as in spring- time. 2. Sometimes the corn is cut up by the roots, and drawn off to some grassy spot, where the ears of corn are husked, and then stored away in the batn, the corn-crib, or the corn-house. The corn- stalks are bound up in bundles, to serve as fodder for the cattle in winter. THIRD READER. 189 8. Sometimes the corn is husked where it grew, after the stalks have been cut off as low down as the ear. Sometimes the ears of corn are picked off before they are husked, and carried to the barn, there to be stripped of their husks in cold weather, when but little out-door work can be done. 4. There is a picture of a corn-husking, or husk- ing-bee, at the head of this lesson, and this is the story of it. The old man who lived in the cottage which we see, was poor, and he was sick also, and he did not know how he should get his corn husked. He was greatly troubled about it; for he needed the corn, to make Indian meal of it for himself and his family ; and he needed the corn- stalks, and husks, for his cow. 5. His neighbors talked the matter over, and they agreed that they would make a husking-bee for him. So one cool but pleasant November even- ing they went — more than twenty of them — and the old man knew nothing about it — and by mid- night they had husked out all his corn, and put it up nicely in the corn-crib. They had a pleasant time. 6. I wish I could have seen the old man, and heard what he said, when he looked out of the window the next morning, and found his corn-crib full of corn, and the corn-stalks handsomely stacked up near by. I think a tear started in his eye, as he said, " My good neighbors have done this. May the Lord bless them for all theii^ kindness to me." [Lesson LXXX. The story of the farmer's life in autumn is here con- tinued. The corn harvest — Indian summer. Methods of securing the corn. A corn-husking by moonlight.] 190 WILLSON'S INTERMEDIATE SERIES. LESSON LXXXI. Autumn. 1. Summer's over — summer's over — Sighing breezes whisper now^ ; * And the leafless trees now cover Misty vale and mountain's brow. 2. Now do Autumn's winds come rushing^ ; Now December's tempests moan^ ; Now the leaves, in beauty blushing', O'er the faded earth are strown. [Lesson LXXXI. is a brief but vivid poetical description of autnmn. The " sighing breezes" that announce the departure of summer, give place, in December, to "rushing winds," and "moaning tempests." What k the meaning of "the leaves in beauty blushing f'^ LESSON LXXXII. Why Call me Poor? 1. Why call me poor^ ? The sunbeams smile As warmly, brightly on my home. Though 'tis an humble, log-built pile, As on the lordly palace dome. '^ 2. Why call me poor^ ? Content am I My lot to bear, where'er it be ; Though grief may sometimes cloud my sky, I'll hope a brighter day to see. 3. Why call me poor^ ? I am not so. While God's rich bounty still is mine : To him my all of good I owe — Whom\ scorner', owest thou for thine^ ? [Lesson LXXXII. The answer to the question, " Why call me poor ?" is designed to express the idea that no one is poor who can enjoy the ordi- nary gifts of God's providence, who is contented with his lot, who lives in hope of a brighter day, and who feels that he owes all to God alone.] THIED READER. 191 LESSON LXXXIII. The Water-rat. 1. Go with me to the stream, on this bright summer day, And I'll show you the brown water-rat at his play ; A glad, innocent creature, for whom was ordained* The quiet of brooks, and the plants they contained. 2. But, husV ! step as lightly as leaves in their fall : Man has wronged him, and he is in fear of us all. See^ ! there he is sitting, the tree-roots among. And the reed-sparrow by him is singing his song. 3. See how gravely^ he sits^ ! how sedate*^ and how still, Like a hermit of old at his mossy door-silP ! See, see^ ! now his mood of sedateness is gone. And some very queer motions he'll show us anon. 4. LookM look now\' how quickly the water he cleavesM'^ And again he is up 'mong those arrow-head leaves ; See his little black head^ ! how his eyes, sparkling, shine^ I He has made up his mind on these dainties to dine ! 5. Sure, he has not a want which he can not supply In a water like this, with these water-plants nigh. Yes ; a plentiful^ table is spread for him here : — What a pity it is man has taught him to fear ! 192 WILLSON'S INTERMEDIATE SERIES. 6. Look^ ! look at him no.w^ ! how he sitteth afloat On the broad water-lily leaf, as in a boat^ ! See the antics^ he plays^ ! how he dives in the stream To and fro — now he chases that dancing sunbeam ; Now he stands for a moment, as if half perplexed,^ In his frolicsome^ heart, to know what to do next. 7. Ha^ ! see him now^ ! that dragon-fly sets him astir, And he launches away like a brave mariner ;^ See there^ ! up the stream how he merrily rows. And the tall fragrant^ water-reed bows as he goes^ ! And now he is lost at the foot ef the tree ; — 'Tis his home, and a snug little home it must be. 8. And 'tis thus that the water-rat liveth all day. In these small pleasures wearing the summer away^ ; And when winter comes', and the water-plants die'. And the little brooks yield him no longer supply', Down into his burrow'^ he cozily^ creeps. And quietly through the long winter-time sleeps. Thus, in summer, his table by Nature is spread^ ; And old mother Earth makes, in winter, his bed. Mrs. HowitTo » Ob-dained', appointed. '' Gbave'-lt, solemnly. "= Se-date', calm ; undisturbed. •1 Cleaves, divides by swimming. * Plen'-ti-ful, bountiful ; abundant. ^ An'-ti€8, queer motions ; oddities. e Pee-plex'ed, puzzled. •• Fbol'-I€-bome, full of playfulness. ' Mae'-i-neb, seaman ; sailor. J Fba'-geant, sweet-smelling. ^ Bub' -BOW, boUow place in the earth. ' Co'-zi-LY, snugly ; comfortably. [Lesson LXXXIII. is a description of the habits of the water-rat, in his home by the meadow -stream. The innocent pleasures in which he " wears the summer away," when he is undisturbed, are described. He sleeps in his burrow through the winter.] G:entle Words and Kind Deeds. One gentle word that we may speak, Or one kind, loving deed. May, though a trifle poor and weak, Prove like a tiny seed : And who can tell what good may spring From such a very little thing ! THIRD HEADER. 193 LESSON LXXXIY. What are Living Objects. 1. "How many living objects do you see in this picture^ ?' asked Willie. 2. "Let me see\" said Lucy. "There are two men^, and two women^, and a bird', and a rabbit\ That makes six in all. Six living objects." 3. "Are you sure that is right' V asked Willie. " Can't you find any more' ? I think I can see a great many more." 4. " Now where\ Willie' ? There may be some more over the ridge of the hill, or in the grass', or among the flowers^ ; but /can't see them'. There may be a great many insects flying about the flow- ers ; but I am sure they are not in the picture." 5. " I think I can see more than a dozeii living 194 WILLSON'S INTERMEDIATE SERIES. objects," said Willie. " Don't you see the lilies in the water^, and the flowers around the rabbit', and all the grass on the ridge where the people are', and the three little trees on the hill-side beyond them' ? And are not all these living objects' ? Are not all those plants alive' ? and the grass, and the trees' V 6. " Now\ Willie', you are always trying to puz- zle^ me." Lucy sat silent for a while^ ; but pretty soon she asked, "• Why do you call the trees, and the grass, live objects^ ? They can not move about, like animals'." 7. " No," said Willie ; " but they grow\ and they are alive"^ are they not'? There are some dead trees' ; and there is some dead grass^ ; but when the trees and the grass grow, are they not alive' V 8. '* Are stones^ and rochs^ alive' ?" asked Lucy. "No\" said Willie. ^' Uncle John says they were made as they are ; and that they were never alive." 9. Just then Uncle John came in, when Lucy asked him why trees and plants are live objects, any more than stones. 10. " Because," he replied, " the tree and the lit- tle plant have roots by which they get their food from the earth, leaves by which they breathe, and little tubes, or sap vessels^ through which the sap flows to nourish them. Have stones any such way of living T 11. Lucy saw there was a greater difference be- tween plants and stones than she had ever thought of; and that plants, as well as animals, really live^ THIRD READER. 195 and grow, " But lohy^'' she asked, " do not stones live and grow also^?" 12. "I can not tell you ivhy they do not," said Uncle John, " any more than I can tell you why God did not mate all things alike. All we can say, is, God made tliem so^ [Lesson LXXXIV. The chief design of this lesson is to lead children to reflect upon the leading distinctions between animate and inanimate nature. Let the teacher aid the pupils in folloAving out the reflections which the lesson naturally suggests.] LESSON" LXXXY. Now AND Then: — By-and-By. 1. ^''Noio''^ is the syllable ever ticking from the clock of Time. ^'•Now''' is the watchword of the wise. ''N'oiv'^ is on the banner of the prudent. 2. Let us keep this little word always in mind. Whenever we have any work or study to do^, we should do it with all our might\ remembering that "iV6>w" is the only time we can call our own. 3. We shall find it a poor way to get through the world, if we fall into the habit of putting oflF till to-morrow, what should be done to-day\ saying, "'TJieri' I will do it." No^ ! this will never answer. ^'N'otd^'' is ours. ^'Tlien^'' may never be. 4. Do not trust to that mischief maker By-and- By, He is a bad pilot^ ; and if you listen to him^, on the desolate shores of Never he will be sure to land you — ly-and-hy. 5. There is a little mischief-making Elfin,* who is ever nigh\ Thwarting^ every undertaking^ f And his name is By-and-By. 196 WILLSON'S INTERMEDIATE SERIES. 6. What we ought to do this minute, " Will be better done," he'll cry, " If to-morrow we begin it :" ^'•Put it off^'' says By-and-By. 7. Those who heed the treacherous wooing/ Will his faithless guidance rue f What we always put off doing', Clearly we shall never^ do. 8. We shall reach what we endeavor, If on ^'•JVbw^^ we more rely ; But, unto the realms of Never, Leads the pilot By-and-By. Elf'-in, a fairy ; an imaginary wander- ing spirit. '' Thwabx'-ing, opposing; frustrating. « Un-dek-tak'-inq, any kind of bnsinesa, work, etc. [tation. •* Woo'-iNG, solicitation; persuasive invi- « Rue, regret ; be sony for. [Lesson LXXXV. This is a lesson upon the danger of Procrastination — of putting off, till to-morrow, what should be done to-day. It is a fit- ting sequel to Lessons XX., XXL, XXXL, XXXIL, and LXXIV.] LESSON LXXXYI. The Ceows and the Wiisd-mill. — A JFhble, 1. It seems there was once a wind-mill — his- tory does not tell us exactly where, and I sup- pose it is not much matter where it was — which went round and round, day after day. It did no harm to any body. It never knocked any body down, unless he got under it, within reach of its great arms. What if it did use the air^ ! It did not hurt the air any, for the air was just as good for breathing after it had turned the mill, as it was before. 2. But there was- a flock of crows in the neigh- borhood, that took quite a dislike to the innocent mill. They said there must be some mischief about THIRD READER. 197 it. They did not at all like its actions. The swing- ing of those long arms, for a whole day at a time, really looked suspicious."- And, besides that, it was rumored,^ in the crow-village, that a good- natured crow once went to look at the wind-mill, and that the great thing hit him a knock with one of its arms, and killed him on the spot. 3. Some half a dozen of the flock of crows that felt so much alarmed were talking together, at one time, when the conversation turned, as was gener- ally the case, upon the giant mill. After talking a while, it was thought best to call a council^ of all the crows in the country, to see if some means could not be hit upon, by which the dangerous thing could be got rid of. 4. The meeting was called, and the council met in a corn-field. Such a cawing and chattering was never before heard in that neighborhood. They appointed a chairman — perhaps we ought to say a chair-crow — and other officers, and proceeded to business. 5. As is usual in public meetings of this nature, there were many different opinions as to the ques- tion, "What is best to be done with the wind- mill ?' Most of the crows thought the wind-mill a dangerous thing — a ve7y dangerous thing indeed : but then, as to the best mode of getting rid of it, that was not so easy a matter to decide. 6. There were some crows at the meeting who were for going, at once, right over to the mnd-mill — all the crows in a body — and destroying the thing on the spot. In justice to the crow family w 198 WILLSON'S INTERMEDIATE SERIES. in general, however, it ought to be stated that those who talked about this warlike measure were rather young. Their feathers were not yet quite fully grown, and they had not seen so much of the world as their fathers had. 7. After there had been much loud talking, all over and around the great elm-tree where the coun- cil was held, one old crow said he had a few ques- tions to ask. He had a plan to recommend, too — perhaps — and perhaps not. It would depend upon the answers to his questions, whether he gave any advice or not. 8. He would beg leave to inquire, he said, through the chairman, if the wind-mill had ever been known to go away from the place where it was then stand- ing, and to chase crows around the fields, for the purpose of killing them. 9. It was decided that such conduct on the part of the giant had never been heard of. Even the oldest inhabitant, who had heard, from his grand- father, the story about the unhappy fate of the crow that perished by a blow from the giant's arms, did not remember to have heard that the wind-mill had ever made such warlike visits. 10. " How then," the speaker wished to know, " was that crow killed in old times^ ?" The answer was, " By venturing^ too near the mill." 11. "And is that the only way that any of us are likely to get killed by the wind-mill ?" " Yes," the scare-croio said, " that is the way, I believe." ' THIRD READER. 199 And the crows generally nodded their heads, as much as to say, " Certainly, of course." 12. "Well, then," said the old crow who asked the questions, "fe^ us heep aivay from the mill. That is all I have to say." At this the whole council set up a noisy laugh of approbation. The meeting broke up. The gen- eral opinion was, that the advice of the last speak- er was, on the whole, the safest and best that could be given. 13. There are some things, very harmless in themselves, and very useful too in their proper places, that will be very apt to injure us if we go too near them. In such cases, remember the ad- vice of the wise crow, and Iceep away from the mill, * Sus-pi'-cious, denoting something wrong. I <= Coun'-cil, an assembly for deliberation. ^ Ru'-MOEED, reported ; talked of. | '^ Vent'-ue-ing, daring to go. [Lesson LXXXVI. The fable of the crows and the wind-mill is de- signed to illustrate the folly of those who are continually going out of their way, and thereby getting into difficulty, and then finding fault with what does not concern them, and in which they have no interest.] LESSON LXXXYII. Better than Pearls, Gold, a:n^d Diamonds. 1. Would it not please you, children, to pick up strings of pearls, drops of gold, diamonds, and pre- cious stones, as you pass along the street^ ? Would it make you feel happy for a month to come^ ? 2. Such happiness you can often give to others. Do you ask how^? By dropping* sweet words^; by making kind remarks^ ; and by having a pleas- ant smile for all. 200 WILLSON'S INTERMEDIATE SERIES. 3. These are true pearls and precious stones, wliicli can never be lost^ ; — of which none can de- prive^ you. If you give them away', they will re- turn, and bless you. 4. Speak kindly to that orphan^ child\ Do you not see the diamonds drop from her cheeks'? Take the hand of that friendless boy\ Do you not see the bright pearls flash in his eyes'? Smile on the sad and dejected\'' Does not your kindness flush*^ the cheek with a joy more brilliant than the most precious stones'? 5. Wherever you meet the poor, and the sorrow- ing, give them words of kindness, and pleasant smiles, to cheer and to bless. You will feel hap- pier, when resting upon your pillow, at the close of the day, than if you had found a casket^ of jew- els. The latter fade and crumble in time^: the former grow brighter with age, and will shine as stars in the firmament^ of heaven. a Dkop'-ping, uttering ; speaking. *> Or'-ph.vn, bereaved of parents. <= De-ject'-ed, downcast ; dispirited. '^ Flush, cause the blood to rush suddenly to the face. ^ Cask'-et, a small box, or chest. [sky. ^ Fiem'-a-ment, the region of the air ; the [Lesson LXXXVII. is a farther illustration of the principle embraced in Lesson LXXVIII. Pleasant smiles, and words and acts of kindness, are often worth more, to the poor and the sorrowing, than pearls, gold, and diamonds. And, what is more, all of us have the former to bestow.] LESSON LXXXYIII. Words ant> Acts of Kindness. 1. Little Words of kindness, How they cheer the heart^ ! What a world of gladness Will a smile impart^ ! THIKD REAl^EK. 201 2. How a gentle accent Calms the troubled soul, When the waves of passion O'er it wildly roll ! 3. Little Acts of kindness — Nothing do they cost^ ; Yet when they are wanting', Life's best charm is lost. 4. Little acts of kindness — Richest gems of earth — Though they seew> but trifles', Priceless is their worth. [Lesson LXXXVIII. is a continuation of the subject embraced in Les- sons LXXVIIL and LXXXVIL Words and acts of kindness are of priceless worth.'\ LESSON LXXXIX. The Farmer in Winter. 1. On the next page is a picture of the same fami-house that we saw at the beginning of the lessons about the farmer."^ But the scene has changed. It was then in the spring-time. It is now late in the season, and Avinter is near. 2. After the corn-harvest, there is little for the farmer to do on his farm ; but sometimes he does not get through with the husking until it is bitter cold, and a few large snow-flakes now and then warn him that the Indian summer is over. 3. But there are other signs of approaching winter. Why does the farmer watch for the first flocks of wild geese from the North ? When the Northern lakes freeze over, the wild geese leave * See page 110. 12 202 WILLSON'S INTERMEDIATE SERIES. Getting in the Winter Supplies. them, and fly away to a sunnier clime ; and when the farmer sees them flying southward, in long lines, as is shown in the picture, or hears their shrill voices at night as they pass in the air far above him, he knows that winter will soon come. 4. But are the farmer and the farmer's sons idle during the winter? Are not the cattle, and the sheep, and the horses to be taken care of? They would starve if no hay were given to them. So twice a day — in the morning, and just at sunset — the farmer and his^ sons go out to fodder the cattle, and the sheep, and to see that they are well pro- tected from the cold, and the storms of winter. 5. But there is more to be done than all this. The wheat, and barley, and oats, and other kinds of grain, are to be threshed out, and taken away and sold ; and the wood-shed is to be filled with THIKD READER. 203 firewood for another year. Very few fanoaers burn coal. 6. Winter is the best time for study. Then the country school-house is filled with happy children busy with their les- sons, but eager for play when school is over. For them win- ter has its many healthy sports and amusements, among which are snow-balling, sliding down hill or coasting, and sleigh-riding. With all its snow, and storms, and cold, there are many sunny days in winter ; and winter is always a pleasant season of the year in a happy country home. 7. Summer is a glorious season, Warm, and bright, and pleasant ; But the past is not a reason To despise the present. So, while Health can climb the mountain, And the log lights up the hall. There are sunny days in Wmter^ After all. [Lessok LXXXTX. The story of the farmer's life is here continued, from page 189. The Indian summer is now over. Signs of approaching winter. Winter work — taking care of the cattle — threshing the com. The country school-house. Winter sports.] A young man idle, an old man needy. Drive thy business, or thy business will drive thee. Every day of your life is a leaf in your history. 204 WILLSON'S INTERMEDIATE SERIES. LESSON" XC. May Morning. 1. It is May'— it is May\ And all earth is gay'; For at last old Winter' is quite away\ He lingered a while on his cloak of snow". To see the deRcate primrose" blow. He saw' it, and made no longer' stay : And now' it is May' — it is May\ 2. It is May'—\\j is MaY' ! And we hUss' the day When we first' delightedly so can say. April had beams' amidst her showers'^ Yet hare' were her gardens'^ and cold' were her bowers'; And hev frow7i' would blight'^ and her smile' betray': But now' it is May'— it is May' ! 3. It is May'— it is May' ! And the slenderest spray Holds up a few leaves to the ripening ray ; And the birds' sing fearlessly' out on high, For there is not a cloud' in the calm' blue' sJcy'; And the villagers' welcome' the happy day ; For, oh ! it is May'— it is May' ! 4. It is 3fay'— it is May' ! And the flowers' obey The leaves'^ which alone are more bright' than they ; Yet they spring' at the touch of the sun'^ And opening their sweet eyes, one by one. In a language of beauty'^ seem all to say. And oi plrfume' ^ It is May' — it is May' ! [Lesson XC. — an exultation on the arrival of May — is here introduced for the purpose of thorough elocutionary drill in emphasis and inflec- tion. The principal emphatic words are designated by Italics and small capitals; and the marks denoting the inflections are used more freely than is generally desirable. The piece is suitable for declamation.] THIRD READER. 205 LESSON XCI. The Child and the Skeptic. — In Prose. 1. A little girl was sitting beside a cottage door, on a sultry'' summer day. The Bible was lying on her knee, and she was reading from its pages, when there passed by a traveler, who begged^ a glass of water, and a seat to rest himself, for he was faint and weary. 2. " Come in, sir," said the little maiden, " and I will get you a glass of water. Will you take a seat, and rest yourself a while^ ? Mother is always glad to do what she can to cheer"" a weary travel- er." And while the man drank, and chatted*^ mer- rily with her, she took her seat again at the cot- tage door, the Bible on her knee. 3. At length the traveler, quite refreshed,^ arose to depart. Now it happened that he was a skeptic^ — that is, he did not believe the Bible. So he said, " What, child^ ! are you still reading the Bible' ? I suppose it is your lesson." " Oh no," said the little girl ; ^4t is r o lesson. I have no task to learn ; but I love to read the good book." 4. "And ivhy^ my little girl," said he, "do you love that book^ ? Why, this pleasant day, are you sitting here, and reading over its pages^?" She looked up with surprise. " Why love the Bible, do you ask' ? I hope you are not angry, sir', but I thought that every body'' loves this holy book'."^ 5. The skeptic smiled at this* answer, but made * In this remark a question is implied ; and, being a direct question, it requires the rising inflection. 206 WILLSON'S INTERMEDIATE SERIES. no reply : but, as lie traveled on, lie thought mucli about what the little girl had said. " It was a strange answer," said he. ^^And why do not 1 love the Bible too^ V he said to himself, with a sigh. 6. He reflected f he resolved :^ he looked at his own heart within^, and he lifted up his thoughts in prayer to God above\ He began to read the Bible^ ; he confessed its truth^ ; and with sincere love he worshiped the God who made^ him. He who had been a proud skeptic^, lived and labored many a year after this — a Bible'loving-man. o SuiZ-TEY, very warm. •^ Beg'ged, asked for. •= Cheek, comfort. '' Chat'-ted, talked familiarly. e Ee-feesh'ed, cooled and relieved. *■ Skep'-tic, a doubter; an unbeliever. ^ Re-flect'-ed, considered. ^ Ke-$olv'ed, determined what to do. [Lesson XCI. is a paraphrase, or free rendering, of the followingjesson in poetry. Let the pupils tell the story of the lesson in their own lan- guage. It would furnish a series of useful exercises in composition for the pupils to take all the lessons in poetry in this book, and write out the sub- stance of the same in prose.] LESSON XCII. The Child and the Skeptic — In Verse. 1. A little girl was sitting beside the cottage door\ And with the Bible on her knee', she read its pages o'er\ When by there passed a traveler\ that sultry summer day', And begged some water, and a seat', to cheer him on his way\ 2. " Come in, sir, pray, and rest a while'," the little maiden cried' ; "To cheer a wear^ traveler' is mother's joy and pride\" And while he drank the welcome draught,* and chatted merrily'. She sought again the cottage door, the Bible on her knee\ THIRD READER. 207 3. At length refreshed, the traveler — a skeptic he — uprose^ :^ " What ! reading still the Bible, child' ? your lesson^ I suppose\" " No lesson, sir\" the girl replied ; " I have no task to learn^ ; But often to these stories here', with joy and love I turn\" 4. "And wherefore do you love that book, my little maid, I pray\ And turn its pages o'er and o'er, the livelong*^ summer day^ ?" " Why love the Bible, do you ask' ? — how angry, sir, you look^ : I thought that every body loved this holy, precious book." 5. The skeptic smiled\ made no reply\ and pondering',^ trav- eled on^ ; But in his mind her answer still rose ever and anon: "I thought all loved the holy book^ — it was a strange reply : Why do not Zthen love it too^ ?" he whispered, with a sigh. 6. He mused,® resolved, examined, prayed^ ; he looked with- in', above^ ; The Bible read, confessed^ the truth ; and worshiped God with love. 1 A nobler life', from that same hour', the skeptic proud be- gan'. And lived and labored many a year — a Bible-loviiig man. a Dkaijght, pronounced draft. I ^ Pon'-deb-ing, meditating. *» Up-kose', arose. * Mu»et>, considered; reflected. <= Live'-long, long. I ^ Con-fess'ed, admitted; acknowledged. [Lesson XCII. is the same, in substance, as the preceding lesson. Tlie goodness and artless simplicity of the little maiden were probably more effectual in leading the skeptic to serious reflection, than all the sermons he had ever heard. Moral. — The all-powerful influence of good example, even though it come from the humblest individuals.] 208 WILLSON'S INTERMEDIATE SERIES. LESSON XCIII. The Ants in the Garden J; 'I'M ^ ill I in i 1. Early one morning in summer, as Willie was walking in the garden, just after tlie sun had risen, he saw a large number of ants collected around an ant-hill, near the hedge, a little distance from the cultivated ground. 2. He called to Uncle John, who was just then coming out of the house; and when Uncle John came up, Willie pointed out to him the swarm of ants. Both then stood and watched the motions of the little insects for some time. 3. While some seemed to be quietly sunning themselves, others were busy bringing out of the hill, and laying down in the sun, little white bod- ies almost as large as a grain of wheat. Willie THIRD READER. 209 asked Uncle Jolm if these were the eggs of the ants. 4. ^' No," said he, " these white bodies are the little grubs and the cocoon s,"" which, after a while, will become full-grown ants. The real eggs are white, but they are only about as large as a grain of sand." 5. ^*But do ants pass through those wonderful changes which you told us about,^ the same as caterpillars and butterflies V asked Willie. 6. *' Very much the same," replied Uncle John, " except that, in the last .change, only a few become winged insects. Did you ever see an ant with wings, Willie ?" 7. ^' I suppose I have," answered Willie, " now that you say some of them have wings. One day, when I was out in the field with our man, he split open a large rotten log, and it was full of holes, out of which the ants rushed like a swarm of bees; and some of the largest of what seemed to be ants had wings." 8. "Those ants that have wings," said Uncle John, " are the masters and mistresses of the Female Ant. mausiou ,' for thcy sel- dom do any work, and do not often go abroad ; btit those which you see without wings are the workers^ or, as they are sometimes called, neuters, * See page 164. ^10 WILLSON'S INTERMEDIATE SERIES. 9. " These worlcers^'' said he, " like the workers among the bees, gather the food; they also take all the care of the young. They are the warriors of the tribe, also ; for they bravely defend their homes, sometimes fighting, with hostile tribes, ter- rible battles, in which hundreds are slain on both sides." 1 0. •" How wonderful !" exclaimed Willie. " I should like to know all about these curious crea- tures." 11. "You would find," said Uncle John, "that these little ants, which you have seen so often, and yet know so little about, have a most wonderful history. But I will tell you more about them this evening, when Minnie and Lucy can be with us." 12. Willie stood watching the little insects for some time. Soon he saw an ant take up one of the white grubs in its mouth, and carry it into a hole in the top of the ant-hill. This seemed to be a signal for the others, for soon all the grubs, and cocoons, and all tte ants also, disappeared in the same way. 13. Where, but a little time before, thousands were running about, now not a solitary ant was to be seen ! " And yet," thought Willie, " who knows but all the ground in the garden is alive with these busy creatures! I wonder what kind of homes they live in, and what they are doing down there in the earth ! I wonder if Uncle John can tell !" ' €o-€OON8', see page 170, [Lesson XCI^IL pves a brief account of the ants^ as they are often seen in our gardens and fields. The winged females are much larger than the THIRD READER 211 males, and the males are larger than the workers. The latter are some- times called neuters. Like the workers among the bees, they are imper- fectly-developed females. In time the female loses her wings, either tear- ing them off herself, or allowing them to be torn off by the workers. ] LESSON XCIY. The Wonders of Ant-life. 1. These are some of the ma-ny wonderful things about ant-life, which Uncle John told the children, when they were assembled, in the evening, around the table in the dining-room. 2. ^' From the time of Solomon," said he, " ants have been noted for their industrious habits. But it is only those known as tvorkers that are indus- trious ; the others are as idle, and as lazy, as the drones in a bee-hive. 3. "As soon as the first rays of the morning sun, in summer, fall upon an ant-hill, those workers that are on the watch at the doors of the dwelling run below, and arouse the sleepers. 4. " Then the working ants pour forth in crowds, when those among them that act the part of nurses may be seen carrying, in their jaws, the little grubs, and also the cocoons,"" just as the cat carries her kitten. These are left a short time in the sun, to be warmed; then they are carried within doors, when the little helpless grubs — the babies of this large family — receive their morning meal. 5. " You may ask what they eat, and how they are fed. The nurses feed them with the sweet juices of plants, which the nurses themselves have swallowed; and they put this food into their 212 WILLSON'S INTERMEDIATE SERIES. mouths, just as the pigeon, or the dove, feeds its young. 6. " But this is not all that the busy workers have to do. They must gather all the food, not only for themselves, but for the lazy winged ants also. And, besides, they must see that the eggs, the little grubs, and the cocoons, are kept just loarm enough all the time. If it be a cold day, they carry them down into the lower chambers of the dwelling; and in warm weather they bring them into the upper rooms. 7. " But these workers manage to get some time for play also ; for on fine sunny days they may be seen in crowds, running about on the outside of their nests, patting one another with their feelers,^ rising upon their hind feet, and wrestling, pretend- ing to bite, but never injuring one another when in play. 8. "Although ants kill, and feed upon, most kinds of insects, there is one kind which they treat in the most friendly man- ner. These are the little insects commonly known as plant -lice,'' on whose bodies may be found a sweet juice called honey- dew^ which the ants are very fond of. Here is a picture of two or three kinds of these insects, with their friends, the ants. 9. " The ants often climb the highest trees, and Aphides and Ants (the fonaier greatly magnified). THIRD READER. 213 search for these little creatures among the leaves ; and when they find them they caress them tender- ly, patting them gently with their feelers,^ and sucking the honey-dew from their bodies. They never harm them in the least. 10. " But I have something quite as curious 'to tell you about the ivars of the ants ; for some kinds of the ants go out in plundering bands, and make war upon their neighbors for the purpose of ob- taining slaves. 11. "They do not carry off full-grown ants, how- ever, but only the little grubs, or infants. These they carry home, and treat with the kindest care ; but when they are grown up, they are kept as woi'hers^ and they do all the household drudgery in their new homes. They seem to work very wil- lingly ; and they even help fight the battles of the colonies to which they belong. They never seem to dream that they were stolen ! 12. "But ants sometimes make war upon one another for the purpose of conquest, and to get possession of the dwellings of their neighbors. I will give you an account of one of their battles ; although you yourselves may see something of the wars of these insects, if you will look carefully for the ant-hills in our pine-woods, almost any pleas^ ant day in the latter part of summer. 13. "The battle which I am going to tell you of, was between two nests of brown ants on the one side, and ^lyq nests of black ants on the other. 14. "First, the brown ants came down from their hills, and took their places on the plain, in a 214 WILLSON'S INTERMEDIATE SERIES. single line of battle. Then the much more nu- merous, but smaller black ants, marched down from their hills, and took their places fronting their en- emies, in tliree lines of battle ; but on their right wing they had a body of several hundred warriors, and on their left wing a mass of nearly a thousand. 15. "Soon the fighting began, and the battle was carried on with great fury on both sides ; for the jaws of the ants are powerful weapons. Soon heads, and headless bodies, and torn-out feet and legs, could be seen lying all over that little battle- grounds 16. "After nearly two hours' fighting, in which great numbers w^ere slain, the battle ceased ; when all that were left of the brown ants fled. Then the black ants took possession of the dwellings of their enemies, carrying along with them their wounded fellow-soldiers." 17. The children were very much interested in what Uncle John had told them about the ants: it was all new to them, and so wonderful, too! " These," said he, " are only a few of the strange things that are now well known about these curi- ous insects. Thus every part of God's creation is found, when we examine it closely, to be filled vdth wonders ! Even an ant-hill is a little world with- in itself!" » €o-€oon', see page 170. ^ Feel'-eks, called an-ten' -ncB ; the two long, movable organs on the heads of most insects. c Plant-ltoe. Their correct name, in the plural, is aph'-i-des; singular, d'-phis. There are many species of them. [Lesson XCIV. continues the history of ant-life. The labors of the ants in taking care of their young. In addition to what is here mentioned, the little eggs, grubs, and cocoons, require to be kept constantly moist by THIRD READER. 215 the saliva of the workers ; otherwise they would dry up, and perish. The ants at play. The aphides, or plant-lice. Plundering expeditions of the ants, to provide themselves with slaves, or workers. Their wars for con- quest. Account of a battle. Every part of creation filled with wonders.] LESSON XCY. The Child's Pkayee. 1. Into her chamber went A little girl one day ; And by a chair she knelt, And thus began to pray : " Jesus', my eyes I close\ Thy form' I can not see^ ; If thou art near me, Lord', I. pray Thee, speak to me\" A still small voice she heard Within her inmost soul : " What is it\ child' ? I hear ; I hear thee — tell me alP !" 2. " I pray Thee, Lord," she said, " That Thou wilt condescend* To tarry ^ in ray heart. And ever be my friend. The path of life is dark^ — I would not go astray^ r Oh, let me have thy hand. To lead me in the way' !" " Fear not' ; I will not leave Thee, little child', alone\" And then she thought she felt A soft hand press her own. 3. "They tell me. Lord, that all The living pa*s away' : The aged soon must die'. And even children may". • 216 WILLSON'S INTERMEDIATE SERIES. Oh, let my parents live Till I a woman grow\ For if they die', what can A little orphan^ do' ?" " Fear not, fear not, my child' ! Whatever ills may come', I'll not forsake thee e'er,^ Until I bring thee home' !" 4. Her little prayer was said' ; And from her chamber now She passed forth with the light Of Heaven upon her brow'. " Mother', I've seen the Lord — His hand in mine I felt\ And, oh ! I heard him say, As by my chair I knelt' : ' Fear not, fear not, my child' ! Whatever ills may come', I'll not forsake thee e'er. Until I bring thee home' !' " " CoN-T)E-scENT>', be willing. ** Tab'-bt, remain ; dwell. * A-stbay', out of the right way. ^ Oe'-phan, a child who has lost its par- ents. ® E'ee, ever. [Lesson XCV. is a touching description of a little girl's prayer. She prays that the Lord will draw near, and make his presence known to her — that he will dwell in her heart — lead her in the right way — preserve the lives of her parents, etc. Although she can not see the Lord with her nat- ural eyes, she looks upward with the eye o^ faith, and believes that her prayer will be heard and answered.] The Record op Life. The record of life runs thus : Man creeps from in- fancy into childliood — bounds into youth — sobers into manhood — softens into age — totters into sec- ond childhood, and stumbles into the grave pre- pared for him. * THE END. /■ RETURN TO the circulation desk of any University of California Library or to the NORTHERN REGIONAL LIBRARY FACILITY University of California Richmond Field Station, BIdg. 400 1301 South 46th Street Richmond, CA 94804-4698 ALL BOOKS MAY BE RECALLED AFTER 7 DAYS To renew or recharge your library materials, you may contact NRLF 4 days prior to due date at (510) 642-6233 DUE AS STAMPED BELOW m 16 2008 DD20 12M 7-06 VB 36859 M69931 EDtyC DEPT. THE UNIVERSITY OF CALIFORNIA LIBRARY WyiiiSON'S READERS AKB SPELLERS. '. SCHOOL A^D FAMILY SEBIES. BeatUifully Illmtraied. Z. The Primer, adapted to interest and instruct small children, begins with the Aluhabet, and extends to words of fovir let- ters. It haa much of the simple, conversa- tiopal style. II. The f'irst Reader, beginning with ea:jy words of four letter-* in Tart I., extends to easy words of six letters in Parts IV. and v., and a few easy words of twd and three syllables. Inflections are given where required, but no rules. III. The Second Reader is divid- ed into Seven Farts, each preceded by one or m-re simple elocutionary Kules, designed for the Teacher onUj. IV. The Third Reader cont:\ins, after a brief synopsis of the " Eletu atJ of Elocution :" Faux I. Stories from tho V" Fart If. Moral iA'.^sonrt. ' irst iJiv'riiO'i I ..■.,, i . . ..li-icellanc'dx V. The Fourth Reader contain.^; U) ; '• Elements of Elecuii.Ci" t" .1 same a hi the Third Header, an ticK\u.^6 veferi^nce i-^ ma'l" to tlie Rules. r '" Its of Human rhya'olngy. nd Division of Animal Life — ( iiirds. i A ;, i 1 ! . 1- irst Division of Vegetable Phys- i'li.v..;-, , <,r Hotany. I'Ai'.T IV. Miscellaneous. Part V. First Division of Natural Philos- onhy, Pa-rt VI. Saired History. VI. The Fifth Header. !'/. Kv f ' i 'i.'utiouarj'. rpetology, c^r Reptiles. ■>-j,ni Divisiru of Phy8iolog7 f- '' -tany. ir. > the general i)rinciples on which the other Read- ers were ■written. Thi?.^ some of the interest- ing metamorpho nects are here d( lessons, designed . full exposition of the g> ;. ; er Readers. uH^^S, . ^ The book features; u; to the subji 1 A Frir andT- '- A Pynuuv>>i . Tiie kading id-n of the 1 ig'-er nambers of the Schoo" i::-\ to the capacities of children, the Higher English Br-v whole, in a Series of Intkbepttns;. " .vh, and Progiu ssi vn i'c wants of our Ihibiir as we".! as I The Natural SciiiNCEtt, and ..,..,..,.,... ,,,.. (lorny ■••■'■'■ -^ ■■*" '*";■.. sented in a new and attractive light, divested of dput and anecdote, adorned- by pootJe selections, an 1 A great variety of miscellaneous read'ng-nuitter is also m:. . .hic(!il. No other Series of Readers makes any approach to thi:» in 1 .xtent.^ ' ^" T.'jsTRATioNB. HARPER & 8ROTHF' '