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THIRD
IVISON. BLAKEMAN.&- Cb'-*'
NEW YORK A,«'i) C ;•<!:■ ■■,
»»; ?
Andy stood in the middle of the track, and stretched out his little arms
as far apart as he could."
('• The LittL Jlero of ihc JiaiJrcncl,'" p 85.)
The Reader the Focus of Language-Training
SWINTON'S
THIRD READER
ri n
IVISON, BLAKEMAN AND COMPANY
Ipublisbcrs
NEW YORK AND CHICAGO
M)^»
Copyright, 1882, by Ivtson, Blakeman, Taylor & Co.
TO SCHOOL OFFICERS.
The attention of School Officers is invited to the following points
in this Third Reader.
Vocabulary. — The most difficult words occurring in each lesson
are arranged in the vocabularies, with syllabication, accents, and dia-
criticals for oral spelling, either by the alphabetic or the phonic method.
Preparatory Dictation. — As the needed preparation for intelli-
gent reading, the lesson is preceded by a dictation (to be written by the
class as the best possible spelling exercise), containing the more difficult
words, the meaning of which is illustrated by their use in easy familiar
sentences. It would be difficult to exaggerate the utility of this entirely
original exercise.
Language Lessons. — Under this head will be found a variety of
attractive work suited to the capacity of Third-Reader classes. It com-
prises exercises in sentence-writing, supplying ellipses, word-analysis,
the use of synonyms, etc. {See these exercises throughout.)
Composition. — Each piece specially fitted for reproduction in an
abstract from memory is followed by a syllabus ("Heads for Compo-
sition"), in which, by a series of topics and hints, the young composer
is aided in reproducing, in his own language and in orderly sequence,
the salient features of the piece he has just read. {For further explana-
tion of this novel feature, see '^Suggestions to Teachers.")
Matter. — In the selection, adaptation, and composition of the
reading-pieces, the most earnest effort has been put forth to furnish
sound and sweet mental food. An attempt has been made to introduce
into the book a little of what may be called organism, by carrying on a
certain number of pieces (about one-half) on distinct strains, — a series
of lessons on "Home Pets," as the living forms most familiar and in-
terestiuj,- to children; a second series, "Bright Examples," to touch
and stimulate the affections; and a third series, "About Plants," as a
slight glimpse of Nature in one of her most attractive aspects.
XJCSSON PAGE
I. Home Pets. — T/ie Bird i/iaUa^Ars (Part I.) ... 17
II. Ko^iE Fets. — The Bird that talks (PsirtU.) ... 21
III. Sujypose 25
IV. How Two Men spoke the same ]Vords 2(3
V. Walnut-hunting 29
VI. The First Christmas Tree 32
VII. The Swing ." 35
VIII. Bright Examples. — Daniel Webster' s First Case 37
IX. Two Little Deeds of Kindness 42
X. One Trick that was ivorth a Hundred 45
XI. Home Fets. — The Little Nut-Eater {F^'t I.). . . 47
XII. nosiEVETii. — The Little Nut-Eater {F'dYiU.) . . 40
XIII. Guess 53
XIV. Cracking Nuts 54
XV. Bright Examples. — The Daughter of the Light-
House (Part I.) 57
XVI. Bright Examples. — The Daughter of the Light-
House {Fart II.) 59
XVII. Flowers of the May 63
XVIII. How I turned the Grindstone 65
XIX. The Butterfiifs Grave 68
XX. Can't, Won't, and Try 69
XXI. Home Pets. — The Little Tiger 72
XXII. The Necklace of Truth (Fart 1.) 77
XXIII. The Necklace of Truth {Fart II.) 80
XXIV. Cold Water 84
XXV. Bright Examples. — The Little Hero of the Railroad 85
XXVI. Home Pets. — T/<e Dor/ (Part I.) 89
XXVII. Home Pets. — T//eZ>Ofy (Part II.) 94
XXVIII. Gathering Nuts 99
XXIX. The Stone that Rebounded 101
XXX. The Tale that never Tires {Fart I.) 104
XXXI. The Tale that never Tires {Fart U.) 109
XXXII. Little Gustava 114
XXXIII. Letter from the Wild Duck to the Tame Duck . . . 118
6
Contents.
xxxiv.
XXXY.
XXXYI.
XXXVII.
XXXVIII.
XXXIX.
XL.
XLI.
XLII.
XLIII.
XLIV.
XLV.
XLYI.
XLYII.
XLYIII.
XLIX.
L.
LI.
LII.
LIIL
LIY.
LY.
LYI.
LYII.
LYIII.
LIX.
LX.
LXI.
LXII.
LXIII.
LXIY.
LXY.
LXYI.
LXYII.
The Tame Duck's Reply 120
Bkigiit Examples. — Nathan Hale 123
The Beindeer 126
The Fairy Artist 132
About Plants. — The Hoot 134
Give Heed to Little Things 137
Mary and the Robin Redbreat^t 140
Aboxi and his Horse 141
Playiwj Ninety-Nine 146
About Plants. — The Leaf 148
Bkight Examples. — Volney and the Shark . . 152
Three Chinese Stories 155
A Little GirVs Letter 157
About Plants. — The Flower {Vavt I.) .... 158
About Plants. — The Flower (Part II.) . , . . 162
The Story of Jose}) h (F art I.) 166
The Story of Joseph {Fi\rt 11.) 171
The Story of Joseph {FRYt III.) 176
The Story of Joseph (FdiYt IV.) 180
About Plants. — The Fruit ■ . . 187
Bright Examples. — How Charley Wright saced
Three Lives 191
A Wish 196
Gentle Manners 198
The Mill, the Rill, and the Bee 202
About Plants. — The Seed 204
Skimmed Milk 207
Little Words of Kindness 209
Bright Examples. — The Slave and the Lion
(Parti.) 210
Bright Examples. — The Slave and the Lion
(PartlL) 213
A Child's First Grief 210
The Youth of David CPiu-t I.) 218
The Youth of David {Fsirt 11.) 224
Letting the Old Cat Die 230
Bright Examples. — How a Roman kept his Word 233
Table of Derivative Words 236
«** The Poems, Lessons XIX. and XXXVII., Lire taken from "Our Little Ones,"
I; the obliging permission of W. T. Adams, Esq.
8 Third Header,
SUGGESTIONS TO TEAOHERS.
The language- work in the Third Reader consists of: —
I. The Vocabularies. — These may be spelled orally
either by the alphabetic or the phonic method; but,
whether or not so spelled, the word-list of each lesson
should certainly be copied by the class. It is strongly
recommended that the words be copied with the diacritical
marks, as the necessary training in the ready " reading " of
these characters. Silent letters, indicated by Italic letters,
may be marked by a diagonal line drawn through each
from left to right.
II. Preparatory Dictations. — These exercises serve
(1) as a training in written spelling, capitalizing, and
punctuation; (2) as illustrative of the meaning of the
more difficult words, whose signification (formal definition
not being in place at this stage) is suggested and borne in
on the pupil's apprehension by the use of the words in
easy, familiar sentences.
It will be noted that the word or words that are in each
sentence specially illustrated are printed in Italics : if the
teacher in dictating the sentences will lay extra emphasis
on these words, and teach the pupils to draw one line (the
conventional manuscript sign of printed Italics) under
each such word, the aim of the exercise will be the better
secured.
If the programme of study does not admit of the
Dictation being made a class exercise, pupils should be
Third Reader. 9
required to copy it at their seats ; and the sentences, as
Avritten on slates or paper, should be read before the
reading lesson is taken up.
III. Language Lessons. — Under this head the editor
has spared no pains to make these exercises doable and
useful. They comprise various models of language work,
among which are : —
1. Sentence-work. Here the chief object is to familiarize
the pupil with the three principal types of the sentence.
for which the simple names, statement (i.e., declarative sen-
tence), question (interrogative sentence), and exclamation
(exclamative sentence), are used. The nature of these
kinds of sentence should be brought out in an oral lesson,
and the pupil should be referred to the definition of each
(p. xi).
Under this head the teacher will note that the pupil is
called on (a) to copy from the lesson a certain number of
statements, questions, or exclamations; (6) to change ques-
tions into statements, statements into questions, etc. ; (c) to
compose statements, questions, etc.
2. Classifying Words., so far as to be able to identify name-
words (nouns), action-words (verbs), and quality-words (ad-
jectives). As training under this head, the pupil is called
on (a) to select from the piece, and copy, a certain number
of name-words, action-words, or quality-words ; and (6) to
supply name-words, action- words, or quality-words so as
to complete elliptical sentences.
3. Changing Word-forms. This exercise furnishes prac-
tice in some of the principal "grammatical forms," — espe-
cially in the writing of the plurals of nouns, the past tense
10 Third Reader.
of verbs, and the comparative and superlative degre<3S of
adjectives.-^
4. Word-analysis. This will be found an ex<3eedingly
profitable exercise ; and it is made quite within the scope of
the pupil's capacity from the fact that only English deriva-
tives are prescribed for analysis — that is, derivatives
formed from known English words by the addition of pre-
fixes and suffixes, such as "beggar" from beg, "unkind"
from kind^ " happiness " from happy ^ etc. To afford further
practice, the word-analysis of the principal English deriva-
tives in this Reader will be found in the appendix ; and it
is suggested that lessons in copying a certain number of
these words, with their analysis and definition, be assigned
from time to time.^
5. Synonyms. The simple method ado23ted for eliciting
from the pupil verbal equivalents is to give a word syn-
onymous with some word in the piece, and call for that
word. Thus (p. 64) : " \yhat word means the same as
bouquets 9 " The answer will readily be found in the word
" nosegays." This exercise should be very much extended
by the teacher.
6. Changing verse into the prose order. This will be
found an exceedingl}^ interesting and valuable exercise,
and the teacher should avail herself of every suitable occa-
sion to extend the examples.
1 For additional work of tliis kind, the teacher is referred to Word
Exercises Xo. 3, Grammatical Spelling (in Swinton's Model Blanks,
published by Ivison, Blakeman, Taylor, & Co., N.Y.).
2 See Word Exercises No. 4, Etymological Spelling (in Swinton's
Model Blanks), for supplementary practice in a convenient form.
Third Reader. ll
lY. Heads for Composition. — The exercises of this
type belong to that useful kind of language work known
as "abstracts from memory." The teacher's experience
will doubtless have taught her that if a piece is simple, and
has such unity that the whole forms a story, children re-
member it surprisingly well; but from the various little
difficulties attending "' talking with the pencil," they are
almost sure, when they come to the task of reproducing
what they remember, to introduce the parts of the piece
out of their jDroper order and sequence.
To obviate this difficulty, the " Heads for Composition "
are introduced to guide the young composer. From these,
minor details and accessories are excluded, and only the
larger topics are presented. Each of the set of topics begin-
ning with the Roman numeral is to form a paragraph^ of
which the hint in capitals is the main subject, and the
phrases that follow are its exjDansion.
Large liberty should be allowed in the use of words to
express the remembered thoughts ; strict guard, however,
being had as to i3ropriety of expression.
The mechanism of the little compositions should be care-
fully attended to, — spelling, capitalizing, quotation-marks,
and punctuation (at least to the extent of the terminal
marks), as well as the neatness of the whole work. Par-
ticular heed should be given to the paragraphing, and
pupils should be taught from the beginning to make the
proper indentation to mark each paragraph.
If the teacher will faithfully carry out the work indi-
cated under Language Lessons and Composition, she will
be richly rewarded in the mental growth of those commit-
ted to her care.
12 Thibd Reader.
DEFINITIONS.
[FOR REFERENCE.!
1. A sentence is a group of words used to express a
thought.
Every sentence should begin with a capital letter.
2. A statement is a sentence that tells, or states,
something.
3. A question is a sentence used in asking some-
thing.
4. An exclamation is a sentence that expresses sud-
den feeling.
5. A name-Avorcl is the name of a person, a place,
or a thing.
6. A name-word may name one thing, or more than
one. The sing-ular form of a name-word is used when
the word names one thing. The plural form is used
when it names more than one.
7. A quality-word is a word that expresses the kind
or quality of an object.
8. An action-word is a word that expresses action.
ARTICULATION.
Perfect enunciation in the young being rare, it behooves
the teacher to correct all delects by frequent drill on the
elementary sounds. Following the Table of Phonic
Markings will be found drill matter on the vowel-sounds
(equivalents and substitutes), and a carefully arranged
presentation of the consonant sounds in their relations
as aspirates and sub-vocals.
Third Re a bee.
13
PHONIC MARKINGS.
L-
Vowel Markings.
c
3
o
CO
breue.
macron.
circum-
flex.
A
dots.
dot.
wave.
a
bag
play
hair
far, fall
ask, what
e
beg
me, they
thare
her
i
big
kite
machine
dirt
o
bog
old
for
dp
done, wolf
u
bug
use
c1arl
rude
push
y
hymn
my
oo
foot
school
II. — Equivalent Vowel Markings.
§, a
prey, pray
e, i
pert, dirt
y, i
hymn, him
a, o
what, hot
y. i
my, mine
6, u
none, nun
u. 9> oo
pull, wplf, -wobl
o, a
for, fall
u, p, oo
true, to, too
i, e
pique, peak
a, e
air, heir
III. —Consonant Markings.
9 and
9h
9ellar, ma9hine
like s and sh
€ and
€h
eurl, school
k
g
gem
i
g
get
hard
§
ha§
like z
?
e?act
gz •
n
think
" ng
th
there
flat
\^) under c is the cedilla; {j_) under s and x is the suspended bar.
14
Third Re a deb.
THE VOWEL SOUNDS.
Regular Sounds.
Equiualents and Substitutes-
fat, hat
fate, hate
care, pare
arm, farm
ask, task
all, ball
■what, v;-as
plaid.
fail, gauge, day, break, fete, veil, they,
pair, pear, there, their, prayer,
aunt, guard, heart.
pause, straw, fork, broad, thought, awe.
not, hough, knowledge.
end, bend
eve, me
ere, thgre
fete, eh
her, -were
bury, guess, friend, any, said, says, head.
eat, thief, seize, police, key, s-weet, people,
their, pair, pare, pear, prayer,
fate, fail, gauge, day, veil, they, break,
learn, bird, myrrh.
fin, tin
ice, nice
police, valise
bird, girl
hymn, been, build, sieve, busy, ■women,
fly, die, dye, guide, buy, eye, aisle, choir,
eat, eve, thief, seize, sv^eet, people, key.
her, learn, myrrh.
odd, not
old, so
one, none
do, to
■wolf, woman
fork, horse
■what, hough, kno-wledge.
sew, so-w, toe, boat, door, soul, beau.
fun, touch, does, flood.
shoe, too, t-wo, true, bruise, rude, soup.
would, pull, v^oo].
thought, pause, all, straw, broad, awe.
vrcDol, bcDok
too, moon
pull, -wolf, -would.
to, two, shoe, true, rude, bruise, soup.
fun, gun
Use, tube
burn, cilrl
rude, rule
pu1^ pull
one, touch, does, flood.
due, ne-w, view, beauty, yew, e-we, you.
■word, scourge.
to, too, two, shoe, soup, true, bruise.
v^^olf, v7ould, ■wool.
hymn, myth
fly, my
him, build, sieve, busy, women, been.
die, dye, nice, aisle, guide, buy, choir, eye.
oil, boil
our, flour
boy, toy, joy.
o-wl, now.
Third Reader.
15
CONSONANT COGNATES.
ASPIRATES.
SUB-VOCALS.
ASPIRATEo.
SUB-VOCALS.
Up.
Lip.
Tongue and Teeth.
Tongue and Teeth.
p ad
b ad
th ank
th an
p eg
b eg
th in
th ine
p ig
b ig
th igh.
th y
Lip.
Tongue and Palate.
Tongue and Palate.
m ay
s eal
z eal
m e
s ink
z ine
m y
s ounds
z ounds
Glottis.
Tongue and Palate.
h at
1 ay
h id
1 ie
h im
1 ow
Glottis and Lip.
Lip.
Tongue and Palate.
wb en
■w en
n ay
wh icli
w itcti
n ew
wh ine
■w ine
n o
Lip and Teeth.
Lip and Teeth.
Tongue and Palate.
Tongue and Palate.
f ail
V eil
k eg
S et
f ault
V ault
k id
g ig
f ine
V ine
k ey
g eese
Tongue and Palate.
Tongue and Palate.
Tongue and Palate.
Tongue and Palate.
t en
d en
ch est
j est
t in
d in
ch oke
j oke
t ug
d ug
ch unk
j unk
Tongue and Palate.
Tongue and Palate.
Tongue and •-'alate.
wish er
viz ier
ri ng
lish er
az ure
si ng
rash er
glaz ier
spri ng
Tongue and Palate.
Tongue and Palate.
r at
y e
r im
y ear
r ug
y east
16 TuiEB Reader.
PUNCTUATION.
The period ( . ) is placed at the end of a statement or
a command.
The period is also used to mark an abbreviation.
The interrogation point (?) is used at the end of a
question.
The exclamation point (!) is used at the end of an
exclamation.
It is also used after various single words denoting strong or sudden
feeling; as, Alas! Hurrah!
The comma (,), semicolon (;), and colon (:), are
used to separate the parts of a sentence.
The dash ( — ) is used to mark a sudden break or
turn in the thought expressed by a sentence.
The apostrophe (') is used to show that a letter or
letters have been omitted ; as, Fm for I am, can't for can
not.
The apostrophe is also used to denote owner^jhip (possessive case) ;
as, **a girl'. 9 hood, a boy's slate."
The quotation marks (" ")are used to enclose words
which are supposed to be spoken ; as, " 3Iarij loves the
lamb" said the teacher.
The hyphen (-) is used between the parts of a com-
pound word; as, school-] touse : or at the end of a line
when a part of a word is carried over to the next line.
Parentheses ( ) are used to enclose a word or sen-
tence used by way of explanation.
THIRD READER.
LESSON I
Home Pets.
THE
BIRD THAT TALKS.
-Part I.
droll
6r'phan§
re-peat'ed
charge
bor'rdwed
e-noiigh' (e-nuf)
dis'tange
seii'ten-9e§
€om-pan'ion
mis'chief
wher-ev'er
queS'tion§
PREPARATORY DICTATION.
1. The monkey is a queer, droll little animal, full of
funny pranks and mischief. — 2. The children had lost
their parents, so Aunt Sarah took the Httle oiyhans
into her care and charge. — 3. Word by word the class
repeated what the teacher read. — 4. What mark is put
at the end oi sentences that ask questions f
1. Of all home pets, the parrot is the most
pleasing to us — is most like a companion. C'an
18 Third Reader.
you guess the reason? 1 am sure you will all
be able to think why this bird is such a favorite.
2. The parrot is almost the only animal that
can be taught to speak as we speak — to say
little sentences, and to answer questions. She
quickly learns any Avord or little speech that is
often repeated in her hearing.
3. So, you see, " pretty Poll " does not learn
out of books : she learns by word of mouth.
4. Did you ever hear of the parrot that played
mother to a family of young sparrows? I w^ll
tell you about her.
5. This bird was so tame that her master used
to let her leave her cage, and walk and climb
and fly about wherever she pleased.
6. One day Poll found a nest of young spar-
rows in a hedge. What do you think she did
then ? You will laugh Avhen I tell you.
7. She drove away the old sparrows from their
home, and took charge of the young ones her-
self. You see. Poll had no family of her own ;
so she borrowed one.
8. Back to her cage she would not go, but
stayed patiently at the nest night and day, feed-
ing the little orphans, and watching over them.
9. Poll gave the young sparrows a mother's
Third Reader.
19
care. When tlie little birds were old enough to
leave the nest, l)Ut not yet l)old enough to fly,
the whole Ave of them would often perch on
their parrot-mother's back and head — four on
her back and the smallest one on her head.
10. Then Poll would walk gravely up and
down the lawn, and sometimes even fly a short
distance, with her strange family. It was a very
droll sight, and I think the sparrows thought it
was great fun to ride up and down on Mother
Poll's back.
11. Parrots are sly birds, and they have a very
great love of fun. They seem to enjoy mischief
quite as much as monkeys do. And, indeed,
the talking, climbing parrot and the chattering,
20 Thihd Reader.
climbing monkey are the only two animals that
seem to know Avliat a joke is.
LANGUAGE LESSON.
Copy a question ^ in paragraph 1.
Copy the first statement ^ in paragraph 11. Change
it into a question, thus :
Are parrots sly birds, and have they a very great love of fun ?
Change the first statement in paragraph 9 into a
question.
• ■ « —
HEADS FOR COMPOSITION.
I.^ The parrot-mother : parrot no family of her
own — nest of young sparrows.
II. What Poll did : the old sparrows — the
young ones — no going back to cage — feeding —
watching — like a mother.
III. (See 'picture.) Droll scene: young sparrows
— what Poll would do.
1 Teacher. — See Suggestions. 2 See Suggestions.
8 The heads under each group numbered with the Roman numerals
are to be written as paragraphs of tlie little composition. The phrases
in capital letters are the main heads, and those in the smaller letters
the details, of each paragraph .
Third Reader. 21
LESSON II.
Home Pets.
THE BIRD THAT TALKS. -Part H.
pu'pil bd6k'-€ase lan'guag-e§
h^nd'y speech'es shipwrecked (-rekt)
no'tion Span'ish €rack'er§
island En'glish (ing'-) €ougii (kawf)
hook'ed un-der-stand' whis'tle (hwis'sl)
PREPARATORY DICTATION.
1. I had only a faint idea, a little notion, of what
Baby's little sayings and speeches meant. — 2. We speak
the English language, and Spaniards speak the Spanish
language : there are many different languages. — 3. I
know what you mean — I understand what you say.
1. I have a gray parrot that is a very bright
pupil. She can whistle and talk, laugh and cry,
cough and sneeze. She can mew like a kitten,
and bark like a dog. She loves to swing in her
ring in the cage, and she can climb as well as
any cat you ever saw.
2. Poll uses her great hooked beak to help her
when she climbs, and very strong her beak must
22
Third Reader.
.a. 4^
be. If I vex her I must take care not to let her
bite me with it.
3. My parrot is very fond of sugar and crack-
ers and nuts, especially of walnuts. You should
see how nicely she can clean^" out all the sweet
meat from the shell, keep-
ing hold of her perch
with one of her handy
claws, while she works
away at her food with the
other and with her hard,
sharp bill.
4. Sometimes we dress
Poll up, for fun, in a
dolFs hat and cloak. It
is very droll to see her
join in the sport, and strut
up and down the floor like
a proud lady. Indeed, she has at last begun to
think that the hat and cloak are her own.
5. The other day she found Miss Doll on
the sofa, all nicely dressed ; and what do you
think she did? She dragged the poor thing
down, untied the cloak-strings with her beak,
pulled off* the cloak, and hid it behind the book-
case. What a funny bird !
Third Reader
23
6. A parrot's voice is not sweet. All the
words are in one tone : there are no '' ups and
downs " in her voice. So, when any one speaks
or reads words all in one tone of voice, as if
he did not know their meaning, we say that he
talks or reads " like a parrot."
7. Of course Polly does not understand the
true meaning of words as we do, — how could
she? But it is very likely that in many cases
this knowing bird has some little notion of what
her speeches meaiiT''*^^*''^
8. I once heard of a parrot that had been
taught to speak in two languages, Spanish and
English. If her master spoke to her in English,
she would always answer in English ; and if he
spoke to her in Spanish, she would be sure to
answer in Spanish. She knew a little Spanish
24 Third Reader.
song too, but would never sing it unless asked
in Spanish words to do so.
9. So, you see, this parrot knew something
about two languages, and never mixed them in
her talk. Is not that a^^&t (ieal' tor a bird to
know ?
10. I think a parrot is a very cheerful pet. It
surely is better to hear a parrot's voice than not
to hear any voice at all. Think of Robinson
Crusoe ! You know he did not hear a man's
voice for many long years, on the island where
he was shipwrecked.
11. No wonder he taught his parrot to say,
'' Robin Crusoe, Robin Crusoe I Poor Robin
Crusoe ! "
HEADS FOR COMPOSITION.
I. My gray parrot: clever scholar — six things
she can do — two animals she can imitate — two things
she loves to do.
II. What she likes: how nicely she cleans out
a walnut.
III. How WE DRESS HER UP: struts — proud lady
— thinks her own.
IV. Her naughty trick on Miss Doll.
Third Reader. 25
LESSON III.
Suppose. , ,
plSa§'ant-er ear'nest
Suppose, my little lady,
Your doll should break her head.
Could you make it whole by crying
Till your eyes and nose are red?
And wouldn't it be pleasanter
To treat it as a joke ;
And say you're glad 'twas Dolly's
And not your head that broke?
II.
Suppose your task, my little man,
Is very hard to get:
Will it make it any easier
For you to sit and fret?
And wouldn't it be wiser
Than waiting like a dunce,
To go to Avork in , earnest,
And learn the thing at once?
Let the girCs copy the first verse, and the boys the second.
26 Third Reader.
LESSON IV.
f How Two Men spoke the Same WordSu
blithe iv\ibV\y drawling leaned
'\?ouths wheth'er de-sired' bmu'ti-ful
wea'ry ^ptir'ple jour'ney de-li^At'ful
wea'ried de-pends' an'si(;ered in'ter-est-ed
PREPARATORY DICTATION.
1. Let us walk no farther ; you are tired, and I am
very weary. — 2. We have traveled far — the journey
was a long one. — 3. Hear the birds sing! How joyful
and blithe they are ! What delightful music ! — 4. What
do you wish, sir ? I desire to see your father. — 5. I
could hear you read Robinson Crusoe all day, I am so
interested in the story.
/• ■■ :' Gl^
1. Once on a time two young men went forth
to visit a fair land far away.
2. One of these youths loved all that is beauti-
ful in field and forest, sky and stream. Every
day he learned something that interested and
charmed him. «
3. The other gave little heed to what he saw.
He went to the far-off land only to pass the time
away.
4. When these two young men came home
Third Be a dee. 27
from their journey, all their friends desired to
know what they had seen.
- 6. First they went to see Ronald, the youth
who gave little heed to things. ''Come, Ronald,"
said his friends, '' tell us what you saw in the
far-oft' land."
6. ^'0, I can't say I saw much," answered
Ronald, as he leaned back in his chair, look-
ing weary and bored. Then in a drawling tone
he said, ''I saw erreen trees — blue skies —
hills — plains — streams — birds — and
flowers." i
7. " What a dull, dull time you must have
had ! I am glad I was not with you," said one
of his friends. And, indeed, every one in the
room felt the same way, for his words fell cold
on their ears. They brought to mind no bright
pictures or joyful thoughts.
8. Just then Ernest, the youth who loved all
that is beautiful, came into the room. '' Come,
Ernest," said his friends, " tell us what you saw
in the far-off land."
9. " Indeed I will," answered Ernest, with
blithe voice and beaming eyes. " I saw a great
deal. I saw green trees ! blue skies ! hills !
plains ! streams ! birds ! and flowers 1 "
28 Third Reader.
10. Ernest spoke the words as though the
very things were before his eyes. They brought
up bright pictures and joyful thoughts; and
it seemed to his friends that they could see the
rippling streams and purple hills, and hear the
wild notes of forest birds.
11. '^ What a delightful time you must have
had ! " cried all his friends. '' We wish we had
been with you."
12. Scholars, is there not something for us to
learn from this story? Yes, I think there is a
great deal to learn.
13. The very same words may mean little or
may mean much ; and whether they mean
much or little depends wholly on the way you
read them.
14. Did not Ronald and Ernest speak the very
same words? They did. But as Ronald spoke
them they chilled and wearied, while as Ernest
spoke them they warmed and pleased those who
heard them.
15. So it will be with your reading. If you
take an interest in the piece or the poem, if
you study it so as to feel its meaning, and if
then you read it so as to make others feel its
meaning too, you will read well.
Third Reader. 29
LANGUAGE LESSON.
What word in paragraph 2 means the same as woods f
What word in paragraph 4 means the same as travels f
What word in paragraph 6 means the same as re-
plied?
What word in paragraph 9 means the same as joy-
ful ? As sparkling f
What word in paragraph 13 means the same as
entirely f
Copy this sentence, putting in quotation marks at the
proper places: —
Come, Ronald, said his friends, tell us what you saw
in the far-off land.
LESSON V
Walnut-Hunting,
eot'tage" shoe'less warnut
1. Three pretty children in the road
Before the cottage door :
Two pretty children in the yard
Make just two children more.
30
Third Reader.
2. Three in the road, two in the yard ;
And three and two are five :
We all could be so good and sweet
If we would only strive.
^■.-r-vr^
.'Lr(*^\>x-~.
3. There's Diet, and Rob, and little Nell,
And Kate and Willie Bunting:
Was e'er^ before such a fine crowd seen
Going a walnut-hunting?
ever.
Third Reader.
31
4. Two dirty children on the fence,
Two sitting on the ground :
A shoeless child playing in the stream ■
Let's hope lie won't get drowned.
5. Two on the ground, two on the fence;
Two twos and one are five :
Perhaps we all could be like them,
But hard we'd have to strive.
6. It's Dick, and Rob, and little Nell,
And Kate and Willie Bunting:
Did you e'er before see such a crowd
Come home from a walnut-hunting?
32 Third Reader.
LESSON VI.
The First Ch
ristmas Tree.
bench
€hris^'mas
stran'ger log'-e^b-in
lad'en
per'ma-ny
re-turned' day'-br^ak
htin'ger
shiv'er-ing
fir'- tree wak'ened
PREPARATORY DICTATION.
1. How many pupils sit on the front bench? — 2. Ger-
many is the home of the German people. — 3. Pine-
trees 2i\\di fir-trees are called evergreens. — 4. Santa Claus
returned last Christmas. — 5. His sleigh was laden down
with presents, — 6. The half-frozen, shivering children
were wakened by hunger before day-break.
1. Is this story quite true ? I do not know ;
but it is a pretty story, and it teaches us to be
kind to those who are in want.
2. Long ago, in a land beyond the sea — in
the land called Germany — lived a poor wood-
cutter. His home was a log-cabin near a great
forest. Here he lived with his wife and two
children, named Henry and May.
3. One Christmas eve the children were sit-
ting with their father and mother before the
bright warm fire. They were happy as they
Third Reader. 33
sat and talked ; but out of doors the wind blew
sharp, and the snow lay deep on the ground.
4. " Do you know, Henry, why we say Christ-
mas? "
5. '' Yes, father : because Christ was born on
Christmas day."
6. Just then they heard a little tapping at
the window, and a child's voice said, " O,
let me in ! I have no home, and I am very
cold. I shall die of hunger if you do not let
me in."
7. The children ran to the door, and opened
it, saying, " Come in, poor child ! "
8. The little shivering stranger came in. The
children warmed his frozen hands and feet.
They gave him part of their supper. It was
only coarse black bread, but it was all they had.
Then they put the tired child in their own
warm bed, while they lay down on a bench
before the fire.
9. At day-break Henry and May were wakened
by the sound of sweet music. Going to the
window to see who was making the music, they
saw^ a band of beautiful children dressed in
white, with golden harps in their hands.
10. You may guess that they wondered very
34 Third Reader.
much, and thought these cliiklren must be
angels. But they wondered still more when
they saw the little stranger standing before
them, dressed in white robes, with a golden
crown on his head.
11. " Dear children," he said, " I came to your
door, and told you I had no home, and w^as cold
and hungry. You took me in. You gave me
food. You put me in your own bed. Now^ I
have returned to thank and bless you for the
love you show^ed me."
12. A fir-tree grew near the house. It 'is said
that he broke off a twig, and planted it in the
ground, saying, '' This twig shall grow into a
tree, and everv vear at this time it shall be
laden with good things for all children w^ho
have loving hearts like you."
13. When the next merry Christmas comes,
will you not think of this story of the first
Christmas tree?
— • m ■•■ ■
HEADS FOR COMPOSITION.
I. Persons and scene of the story: woodcutter
and wife — names of children — where they lived.
II. Christmas eve: indoors and out of doors —
fireside picture.
Third Reader. 86
III. Coming of the little stranger: tapping —
saying — children's invitation.
IV. How HE WAS welcomed : supper — bed.
V. What wakened Henry and May: music —
child-band — little stranger.
VI. What the little stranger said: had no
home — took me in — come back to bless.
VII. First Christmas tree.
LESSON VII.
The Swing.
5ak leafy down'ward§
o'er (o'ver) set'tk plea§'ant-ly
hough upVardg bil'low-y
1. Merrily goes the swing
Under the old oak-tree :
Now we go up, and now we go down ;
Happy as birds are we.
2. Pleasantly comes the breeze,
Fanning my cheek and brow :
Pleasantly breaks the light
Down through the leafy bough.
36 Third Reader.
3. Just like a bird on the wing,
Just like a cloud in the sky,
Upwards I mount, and downwards I sink
Backwards and forwards I fly.
4. Now for a good toss up,
Next time I'll touch the tree:
0, it's as good as a sail
Over the billowv sea.
5. Now let me settle down,
f^ Like the sea when storms are o'er.
Lower and lower yet,
Till at last I touch the shore.
LANGUAGE LESSON.
Arrange the words of the first verse as you would
speak them if you were making the statements {prose
order'^), — thus: "The swing goes merrily under the
old oak-tree. Now w^e go up, and now we go down.
We are as happy as birds."
Change in the same wav the words of the second
verse.
What word rhymes with browf With sky f With
tree ? With o'er 9
1 Teacher. — See Suggestions.
Third Reader.
37
LESSON VIII
Bright
Examples.
DANIEL WEBSTER'S FIRST
CASE.
won
law§
a-gree'
Dan'iel (-yel)
plea
law'yer
paused
E-ze'ki-el
eru'el
hitb'it
€ase
ereat'ure
€0i6rt
mer^gy
nat'ure
Avoocrchuck
PREPARATORY DICTATION.
1. " Next ! " said the teacher, and Jane paused. —
2. The lawyer made a speech in the court. — 3. He icon
the case by his plea. — 4. A cruel man shows no mercy
to dumb creatures. He has such a habit of treating
them ill that it is his nature to do so. — 5. Daniel
thought one thing, Ezekiel thought another — they
could not agree.
1. You have all heard the name of Daniel
Webster, the greatest lawyer that ever lived in
our country. Some day you may read his
speeches ; and then you will learn how well he
could speak before a judge when a man was
tried for his life, or when any other great case
was in court.
2. I am going to tell you about Webster's first
38 Thirb Reader.
case. It was his very first, for Daniel was at
this time only ten years old.
3. Webster's father was a poor farmer ; and
besides Daniel he had an older son, Ezekiel.
Both boys used to help in the farm work.
4. One day Ezekiel set a trap to. catch a wood-
chuck which had for a long time been stealing
his breakfasts from the garden of the Websters.
At last the woodchuck was caught.
5. '' Now," cried Ezekiel, '' we'll kill the thief.
You've done harm enough to die, Mr. Wood-
chuck ; and die you shall ! "
6. Daniel, who had a kind heart, begged his
brother not to kill the poor thing, but to take
him into the woods, and let him go. Ezekiel
would not do this ; and so, as they could not
agree, the two lads went to their father, and
asked him what should be done.
7. " Well," said old Mr. Webster, '' here is the
prisoner: let us try him for his life. You,
Ezekiel, shall be lawyer against him ; and you,
Daniel, shall be lawyer for him. You may both
speak. I will be the judge."
8. Ezekiel began. He spoke about the harm
the woodchuck had done in the garden. He
told how much time and trouble it took to catch
Third Reader. 39
him. He asked if the prisoner would not surely
take to his bad habit again if they should let
liim go. And he ended with these words: "The
prisoner must die ; and, to pay for the harm he
has done, let us sell his skin ! "
9. Ezekiel spoke Avell, and old Mr. Webster
seemed to think he was right. However, he
turned to his younger son, and said, '' I'll hear
now what you have to say, Daniel."
10. Daniel was very much afraid that his
brother had won the case. But, seeing the poor
woodchuck trembling in his prison, the boy's
breast swelled with pity. Looking the judge
full in the face with his deep black eyes, Daniel
began : —
11. '' Ezekiel has spoken well, but he forgets
some things. I say that the woodchuck has a
right to life, to food, and to freedom. God made
him to live in the bright sunshine, in the free
fields and woods.
12. '' He is not like the cruel fox, for he kills
nothing. He only eats a little of our corn, and
I am sure we have plenty. Has he taken any
thing but the little food he needed to keep him
alive ? And is not that food as sweet to him as
the food on Mother's table is to us?
40
Third Header.
13. '• You can't
say that he has
broken the hiws, as
men often do : he
has only done what
it is his nature to
do. How, then, can
you blame him?
Look at the pooi-
dumb, t r e m b 1 i n g
creature, and answer
Third Reader. 41
me this . How dare you take away that life
which you can never give back again?"
14. Daniel paused. There were tears in his
father's eyes, — tears that rolled down his sun-
burnt cheeks. The plea for mercy had touched
the old man's heart ; and, forgetting that he
was the ''judge," he started up, and cried in a
loud voice, " Zeke, Zeke, yoit let that icoodchuck
go ! "
15. Boys and girls, if you are ever tempted to
tease or hurt a poor dumb creature, remember
Daniel Webster's first case. Think of his words
of mercy, and '' let the woodchuck go."
HEADS FOR COMPOSITION.
I. Subject of the story: the woodchuck — what
it had been doing — how caught.
II. Disagreement of the boys: what Ezekiel pro-
posed — what Daniel proposed — the father's decision.
III. Ezekiel's speech : complaints against prisoner
— must die.
IV. Daniel's speech : the woodchuck's rights —
the little harm he did — Daniel's question.
V. Effect on the father : plea for mercy —
forgets the "judge" — cries out.
VI. Lesson from the story.
42 Tuini) Header.
LESSON
IX.
Two
Little Deeds of Kin
idness.
sheaf
etis'tom
€on-tained'
sheave§
bar'gain
1
peage
Lon'don
thought'M
en-joy'
sSv'er-al
pleas'ure
PREPARATORY DICTATION.
1. Stalks of grain fastened together in a bundle are
called a sheaf. — 2. I have books, pencils, and rubber
in my desk, — several things. — 3. When the war was
ended, ^eace came. — 4. You wish to buy, I wish to sell
— let us make a bargain. — 5. He used always to sit
in the orchard of an afternoon, — it was his custom.
I.
1. Some time ago I was traveling in Norway.
As I passed the farm-houses I noticed that there
was a tall pole fastened on the roof of every
barn, and on the pole was tied a little sheaf of
wheat. What do you think it was for?
2. For a long Avhile I could not guess, so at
last I asked the reason. A lady told me that
the sheaves were put up at Christmas time each
year, so that the birds might have a merry
Third Reader. 43
g/T/'Vt'
Christmas. ^' Each year," said she, '' the old
sheaf is taken down, and a fresh one put up."
3. \\liat a pretty custom ! And how kind
and thoughtful ! For in that country the winter
is very long, and the snow lies on the ground for
eight or nine months : so the poor little birds
have hard work to pick up food. But by this
kind act the birds, too, have a little brightness
at Christmas. They have a Christmas tree all
to themselves.
4. What a pleasure it must be to the boys and
girls to make ready this feast for their little
feathered friends!
II.
5. There was once an English sailor Avho had
been taken prisoner when the French and the
English were at war. For several years he was
shut up m a French prison ; but at last peace
came, and he was set free.
6. One day, as he was walking in one of the
streets of London, he met a man carrying a
large cage, in which were many birds that he
had for sale.
7. " How much do you want for these birds,
cage and all?" he asked.
44 Third Header.
8. '' Five pounds," replied the bird seller.
9. " Well, it's a bargain ! " said Jack. So he
bought the cage, with all the birds it contained.
10. The bird seller wondered what he could
want with so many birds; and he wondered still
more when he saw the sailor open the cage, and
let them all fly away one by one.
11. " Dear me, sir ! What makes you do such
a foolish thing as that ? " asked the bird seller.
12. '' Let me tell you," said Jack, '' that, if you
had been shut up in a prison as long as I have,
you would enjoy seeing these birds set free as
much as I do."
LANGUAGE LESSON.
Copy three exclamations^ in the first story.
Change these statements so that they may speak of
more than one (plm^aP): thus, —
The sheaves ivere put up at Christmas time.
The sheaf was put up at Christmas time.
The little bird has a Christmas tree all to itself.
The old sheaf is taken down.
1 See Suggestions. ^ gee Suggestions.
Thiiw Reader. 45
LESSON X.
One Trick that was worth a Hundred.
blast horn elev'er sack'ful
pack reach yelp'ing non'sense
PREPARATORY DICTATION.
1. How many yelping dogs are in the pack ? Nine,
in the picture. — 2. Words of no sense are nonsense. —
3. The pig is stupid, but the parrot is clever and smart.
— 4. Blow the trumpet loud, sound a blast upon the
liorn !
1. Mr. Fox one day met his friend the Cat, and
said to her, '' You think that you can do a great
deal, but you are not so sly as I am. I have ten
times ten tricks in a sack : so you may be sure
that, when the hounds come, they will not be
clever enough to catch me."
2. " As for poor me," said the cat, '' I have but
one trick. Still, do you know, I rather think
that, when the time comes to try it, my one
trick will be as good as your sackful."
3. " Nonsense, nonsense! " cried the fox. ''Well,
we'll see," said the cat.
4. Just then they heard the blast of a horn, and
46
Third Reader.
up came a pack of hounds
barking and yelping.
5. " Search well in your
sack, friend," cried the cat
to the fox; ''for you will
need all your tricks now.
As for me, look : this is
my one trick."
^ Xa^i
6. As she said these words she ran up a high
tree, quite out of reach of the hounds.
7. From the top of the tree she saw the sly
fox run, first this way, and then that way, till he
had tried all his tricks.
Third Reader. , 47
8. But it was of no use : wherever he went the
hounds went too, and at last they caught him.
9. ''Ah ! " said the cat, " I see that one good
trick is worth more than ten times ten poor
ones."
LESSON XI
Home Pets.
THE LITTLE NUT-EATER. - Part I.
JDrisk sulk'y dain'tie§ ^naw
r5mp s€ilr'ry kern'el shoi6Fder^
PREPARATORY DICTATION.
1. See the kittens frisk and leap and romp! — 2. Now
they hurry, now they scurry. — 3. How brisk and lively
and gay ! — 4. But Tabby will not play — she is sulky.
— 5. Crack the nut-shell, strip off the corn-husk ! See
the sweet kernel !
1. Is there any boy who would not like to own
a pet squirrel? What a pretty creature he is,
with his brisk, lively movements, his full, bright
eyes, and his soft, bushy tail !
2. Yes, a tame squirrel is a very pretty little
playmate. If very tame, he will romp with his
48
Third Reader.
young master, jump on his shoulders/perch on
his head, and poke his little nose into his pocket
in search of dainties.
3. But if ever you own a pet squirrel, and
you want him to be happy and playful, you
r ^ _— ™ must give him all the
freedom vou can. A
] large cage with a wheel
I to scurry about in is
a good home for him ;
and if you can keep
the cage in an empty
room, or in the garret,
where your pet can
leap about and play
freely, that is the best
place for him.
4. If vou have ever
had such a charming playfellow, you know how
fast he can scamper round in the wheel. The
little fellow works pretty hard at it, and the
whirling wheel seems to join in the sport.
5. Sometimes two or three squirrels are kept
in one very large cage with two wheels, one on
each side of the house they live in. It is pleas-
ant to feed them when they are tame enough to
Third Reader. 49
take food from the hand. Crackers, sugar, and
all kinds of nuts, are the things they like best.
6. It is a pretty sight to see a squirrel sit up
like a poodle, curl his beautiful feathery tail
over his back, and gnaw his way through the
hard shell of a nut, to get the sweet kernel.
7. How saucy he looks ! What hard, sharp
teeth he must have, and what patience too !
But, patient as he is, he is sadly vexed if he
clrops thejiut out of his reach, or if he is teased
or ill-t^qated. Then he chatters angrily, and
hides fiimself, and for a while is very sulky.
LESSON
XII.
Home Pets.
THE
LITTLE NUT-EATER.
-Part II.
store§
bush'el
(/nawed
weigh^
€rev'ig-e§
home'sick
nooks
sen'si-ble
iir-tem-per
■ed
PREPARATORY DICTATION.
1. The magpie hides things away in holes and crev-
ices, nooks and corners. — 2. She lays them by, she
50 Third Reader.
stores them away. — 3. Is a cross person good-natured,
or ill-tempered f — 4. Is a Ibolish person silly, or sen-
sible f
1. I once had a tame squirrel. He was a
great favorite. Everybody liked and petted
him, and that Spoiled him.
2. He was always in some mischief or other.
Although I gave him the daintiest food every
day, he used to gnaw holes in our bags of flour
and meal whenever he could find a chance.
You would have laughed to see him scamper-
ing about, white as snow with the flour he had
wasted ! ,
3. One October my brother and I gathered a
good many nuts. We had at least half a bushel
of them nailed up in a box, and stored away in
the e-arret to drv. '
O KJ
4. When the time came for eating them, we
opened the box. Not a single nut was in it I
The rogue of a squirrel had gnawed a hole in
the side of the box, and carried them off', every
one.
5. What do vou think he had done with
them? I v/ill tell you. He had gnawed a hole
in the floor large enough to let himself in, and
had hidden awav all the nuts for iiimself in
Third Reader.
51
b^'4 ^< ^^}i>
nooks and corners, where we could not get at
them.
»
6. The wild squirrel lays by nuts for the
winter in all sorts of holes and crevices. Often
he stores them away in the hollow tree, where
he has his cozy home in the cold weather.
7. The wise little fellow never keeps a bad
nut. He weighs each nut in his paw ; and,
if it seems too light to be good, he throws it
away.
8. Squirrels are sometimes caught in traps ;
but very young ones, when a nest of them can
be found, make the best pets. These little ones
have never scampered and played about in the
trees as the trapped ones have, and so are never
52
Third Reafer.
liomesick and ill-tempered, thinking about the
freedom of the woods.
9. A gay house witli a shining wheel, and
plent\ to eat, are wortli having; and all sensible
pet squirrels must think so.
LANGUAGE LESSON.
Copy the name of a month in paragraph 3.
Copy two action-words^ in paragraph 1.
Copy six name-words'-^ in paragraph 2.
Rule paper like the model, and write the name- words
so that they shall mean more than one : —
ONE.
MORE THAN ONE.
squirrel
brother
wheel
nook
-hole
dainty
squirrels
1 Teacher. — See Suggestions.
2 See Suggestions.
\
Third Reader. 53
LESSON XIII.
Guess.
ricl'dle lin'ger beam
1. I see two lilies, white as snow,
That mother loves and kisses so;
Dearer they are than gold or lands :
Guess me the lilies :
Baby's hands !
2. I know a rose bud fairer far
Than any buds of summer are ;
Sweeter than sweet winds of the south :
Guess me the rose bud :
Baby's mouth !
3. I've found a place where shines the sun:
Yes, long, long after day is done ;
O, how it loves to linger there !
Guess me the sunshine :
Baby's hair!
4. There are two windows where I see
My own glad face peep out at me ;
These windows beam like June's own skies
Guess me the riddle :
Baby's eyes!
54 Third Reader.
LANGUAGE LESSON.
Copy these questions, and write the answers
Question. — What are the lilies ?
Anm)er. — The lilies are Baby's hands.
Question. — What is the rose bud ?
Question. — What is the sunshine?
Question. — What are the windows?
LESSON XIV.
f\
V
}\\» >^.Vr.
Cracking Nuts.
i;M'dy se'^^i-ous Rev-o-lu'tion
prat'tle foiir'seore sdFdier (-jer)
fort'une hick'o-ry de-lf cioiis (-hsh'us)
PREPARATORY DICTATION.
1. Frank told a funny story. Robert laughed, but
thoughtful Thomas looked yery serious. — 2. The ruddy
strawberry is a delicious fruit. — 3. The children are
talking softly, — let us listen to their prattle.
1. Isn't it fun, boys, to sit by the fire, on a
winter night, and crack hickory-nuts?
2. Perhaps you have a garretful of them,
gathered last October. So now, when the snow
Third Reader. 55
is drifting deep and the wind is whistling loud,
you sit around the great open fire-place, and
crack the sweet, delicious nuts.
3. Eat all you can ; eat on, eat on, for Kate
or Fanny will fill up your plate whenever it
is empty :
While the hammer goes whack, whack, whack 1
At a rattling pace,'
On the fiat-iron's face,
The hickory-nuts to crack.
4. Isn't it fun, girls, to sit in the ruddy light
of the bright fire, and try to read your fortune
in the flame?
While the hammer goes whack, whack, whack !
At a rattling pace.
On the flat-iron's face,
The hickory-nuts to crack.
5. In his arm-chair sits dear old grandpa, tell-
ing stories of the time when he was a young-
soldier bold, in the old days of the Revolution.
How well he tells his stories, and how we all
laugh when he cracks a good joke !
6. And how dear old grandma, as she sits
knitting in Aer arm-chair, tries to look serious!
56 Thibd Reader.
But she can't; for, although she has heard the
joke fourscore times and more, it is so good
that she must laugh too :
While the hammer goes whack, whack, whack !
At a rattling pace.
On the flat-iron's face.
The hickory-nuts to crack.
7. Yes, boys and girls, there is no better fun
than to gather around the fire on a long* winter
evening, and sing, and laugh, and prattle with
those we love,
While tiie hammer goes whack, whack, whack !
At a rattling pace.
On the flat-iron's face,
The hickory-nuts to crack.
• ■
LANGUAGE LESSON.
Copy, and fill in quality- words ^ : thus, —
The nuts are sweet and delicious.
The nuts are (Paragraph 2.)
The light is and the fire is (Paragraph 4.
Grandpa was a , soldier. (Paragraph 5.)
Grandma tries to look (Paragrapli 6.)
1 Teachek. — See Suggestions.
Third Reader. 57
LESSON XV.
Bright Examples.
THE DAUGHTER OF THE LIGHT-HOUSE. -Part I.
is'lets
e-re€t'ed
tow'er
€ap'tain§
inain'-land
ciaay
a-mu§e'
d^iigh'iQY
triist'y
faitlVful
England (ing'gland)
PREPARATORY DICTATION.
1. Robert sailed from the little isle to the shore. It
was two miles from the islet to the main-land. — 2.
When the factory was building, a great chimney was
erected at one corner. — 3. Be faithful and trusty, — do
your whole duty !
1. What is a light-house ? It is a building in
the shape of a great round chimney or tower.
Inside, stairs lead up to the top, which is a kind
of glass room, or great lantern. In this a very
bright light is kept burning all night.
2. Light-houses are erected on the sea-shore,
or on rocky islets near it. Their use is to warn
captains of vessels that they must not sail too
near, lest their ships should be dashed in pieces
on the rocks or driven on the sands.
58 TuiiiD Reader.
3. And wlio keeps the light burning? The
liglit-house keeper.
4. A light-house keeper must be a faithful,
trusty man. He must be sure that the lamp is
lighted every night, — that every night it throws
its warning far out over the dark sea. He must
not fail in this duty. For, if he should fail !
5. Robert Manning was the keeper of a light-
house on a small island near the rock bound
coast of New England. The island was two
miles from the shore. Here he lived with no
companion but his little daughter Ida, eight
years old.
6. You may think that this was a very lonely
home for the little lass. And so it w^as. She
had no friends to play with except a kitten and
a dog. Still, Ida was happy ; for her father
loved her dearlv, and she had become used to
living in the light-house.
7. One morning Mr. Manning had to go
ashore in his boat to get food and oil. He did
not like to leave his daughter by herself; but
the sea was calm, and he was sure that he would
soon be back.
8. Besides, Ida said she would not be afraid
to stay alone till afternoon. " O, no! not at all
Thibd Reader. 69
afraid : I will climb about the rocks, and watch
the clouds, and amuse myself till you come
back, father."
9. And so her father, kissing little Ida,
stepped into his boat, and sailed away to the
main -land.
LESSON XVI.
Bright Examples.
THE DAUGHTER OF THE LIGHT-HOUSE. -Part IL
drSad'ful fear'ful fan'gy clasped (klaspt)
read'y ray§ Avarn'ing anx'ious (ank'shus)
PREPARATORY DICTATION.
1. Jane was drowning, but she clasped Bose round
the neck. — 2. The snow fell deep that night, and
father did not come home. Think how anxious mother
was! Fancy her feelings! — 3. It was a dreadful storm,
a fearful gale. — 4. A person quick, and willing to act,
has a ready hand.
1. Soon after the light-house keeper landed
the weather changed. The sky grew dark, the
wind began to blow a gale, and the waves came
up over the islet, dashing high against the light-
60 Third Reader.
house. It was one of the dreadful storms of the
New England coast.
2. Now fancy the feelings of father and child !
Ida thinks of the poor sailors. Then she thinks
of her father, and hopes he will not try to come
back in such a storm.
3. And the keeper? He, too, thinks of the
poor sailors, and he thinks of his little daughter
all alone in the fearful storm.
4. He wishes at once to put out for the light-
house ; but his friends will not let him do so :
they tell him over and over again, that it would
be madness to try to reach the island in such a
storm.
5. Hours passed by. It began to grow dark.
It would soon be time to light the lamp.
6. 0, how anxious was Robert Manning now !
What if a ship should be dashed in pieces on
the rocks because there was no warning light !
What if lives should be lost because he was not
at his post!
7. At last the keeper could bear it no longer.
He rushed down to his boat,- and was just about
to push off for the island, when, behold ! the
light flamed out from the great lantern. The
lamp was lit!
TuiRD Reader.
61
^
•«.%^,
8. Yes ; there was
a brave heart in
the light-house — a
brave heart and a !
read}^ hand. Often
had Ida seen her
father light the J
lamp, and she knew
this must be done
every evening when
it began to grow \
dark.
9. All alone she
62 Third Reader.
climbed the stairs in the tower. She heard the
wind blowing, and the waves dashing against
the light-house, and the storm birds screaming
outside.
10. Yet she was not afraid. She stood up on a
chair, but found she could not reach the lamp.
She piled books on the chair till she could reach
it. Then she struck a match, and lighted the
wick.
11. In a moment the light shed its welcome
rays far out into the storm and the darkness.
0, how happy was Ida then !
12. But another heart was happier still. You
know whose. Can you not think how olad
Robert Manning was to know that his daughter
was safe? How proud he was that she had
known what to do, and had been brave enough
to do it!
13. Before daylight the storm was over, and
the keeper set sail for the island. With tears of
joy and pride Robert Manning clasped Ida in
his arms.
14. And well he might be proud and glad ; for
many a ship was saved from wreck that night,
and many a sailor had cause to bless the brave
little " daughter of the light-house."
Third Reader. 63
4v
HEADS FOR COMPOSITION.
I. Robert Maxxix(i: who lie was — where he lived
— his little daughter.
II. Mi;. Manning's visrr to the main-land: the
storm — wliat Ichi felt — what the light-house keeper
felt, as night came on.
III. {Picture.) Ida's brave deed: climbs into the
lantern — lights the lamps !
IV. FsELiNfiS OF the FATHER: joy — pride.
LESSON XVII.
Flowers of the May.
terns shad ow nose ffays
pan'sy meacrow vi'o-Iets
1. A caller! Who is it?
To make me a visit,
Here comes little Milly !
How are you to-day?
And, pray, let me ask it,
What is in 3^our basket?
Ah ! now I can see :
It is flowers of the May !
64 Third Header.
2. In nosegays you've bound them ;
I'll guess where you found them
These buds on the bough
Of the apple-tree grew ;
And under the shadow
Of ferns in the meadow
You gathered these violets,
Tender and blue.
3. Your flower bed, I fancy,
Has given this pansy ;
And close by the road
Grew these buttercups wild.
0, flowers of the May, love,
Are sweet in their way, love ;
But sweeter by far
Is a good little child.
LANGUAGE LESSON.
Copy a question. Co})y an exclamation.
What words mean the same as May-floiversf
What word means the same as bouquets f
Write the names of all the May-flowers named, in a
statement beginning thus : " Milly's nosegay was made
up of , ," etc.
Third Reader. 65
LESSON XVIII.
How I turned the Grindstone.
^€ud prai§e ket'tle-ful tru'ant
a€/ied (akt) re-fu§e' grind'stone flat'ter-er
PREPARATORY DICTATION.
1. It is very cold. See the boys scud home! — 2.
The fox wanted to flatter the crow, so he praised her
ugly voice: he was a flatterer. — 3. When asked to
do wrong, say, " No, I will not." Refuse to do it.
1. One cold winter morning, when I was a
little boy, I met on my way to school a smiling
man with an ax on his shoulder.
2. '' My pretty boy," said he, " has your father
a grindstone ? "
" Yes, sir," said I.
" You are a fine little fellow," said the man :
"will vou let me QTind mv ax on it?"
3. It pleased me very much to be called a
fine little fellow; so I said, " O, yes, sir: it is
down in the shop."
" And will you, my little man," said he, pat-
'ting me on the head, " get a little liot water? "
G6
Third Reader.
V y
'V. 4. Now how could J
-~ '^''." refuse? He was sueli a
smiling, pleasant man ! As fast as I could I
ran into the house, and brought him a whole
kettleful.
5. ''How old are you?" and "What's your
name?" he asked. But before I could answer
he went on, '' You are one of the finest lads I
ever saw : will you just turn a few minutes
for me?"
Third Reader. 67
6. Tickled with his praise, like a little fool,
I went to work. It was a new ax ; and I toiled
and tugged and turned till I was tired enough
to drop.
7. The school bell rang, but I could not get
away ; it rang again, and there I was still, turn-
ing away at the grindstone. My hands were
blistered, and my shoulders ached.
8. At last the ax was ground. What a sharp,
keen edge it had ! I remember how it shone in
the winter sun.
9. Then I looked up, expecting thanks. But
the man suddenly turned toward me with a
frown, and said, " You little rascal, you have
played truant ! Be off now : scud away to
school, or you'll catch it ! "
10. It was hard enough to turn a heavy grind-
stone so long, and on such a cold day ; but to
be called a " little rascal " for doing it was too
much. These harsh words sank deep into my
boyish mind, and often have I thought of them
since.
11. Boys and girls, whenever you meet a flat-
terer, beware of liim. You may be pretty sure
that he has '' an ax to grind," and wants you to
turn the grindstone.
68 Third Reader.
LESSON XIX.
The Butterfly's Grave.
sta/k ge-ra'ni-tim pea§e
1. Poor little butterfly.
Dead on the walk !
Take him up, Rose,
With a violet stalk.
2. Now in a lily leaf
Let him be wound ;
His coffin a pease pod
That Johnny has found.
«/
3. In mamma's flower pot
Dig him a grave ;
Let the geranium
Over him wave.
4 Rest, little butterfly,
In your nice bed ;
A rose at your feet,
And a stone at your head.
Third Reader. 69
LESSON XX.
Can't, Won't, and Try.
stub't>orn
su€-gess'
stii'pid
par'ents
€Ow'ard
partner
firm
pun'ishecl (-isht)
PREPARATORY DICTATION.
1. A spider tried nine times to reach a bee, but
failed : the tenth time it reached it — it succeeded,
and this was success. — 2. John was a clerk at first, but
he is now one of the firm. — 3. His name is part of the
sign. He is a partner in the business. — 4. Co. is short
for Company.
1. There was once a poor man who had three
boys, named Can't, Won't, and Try. They were
very different from one another, and you would
scarcely have thought that they were brothers.
2. Can't was a very idle boy, and a great cow-
ard. He was afraid to jump across a ditch, for
fear he should tumble in. He was afraid to
climb a tree, for fear he should fall down.
3. When asked to do any thing. Can't was
sure to say he could not do it, although perhaps
he had never tried. It was just the same at
70 Third Reader.
school or in tlie playground. If he was asked
a question, he would say, " I don't know." If
he had to learn a lesson, he would say, " I can't
do it."
4. Won't was not idle, and he was not stupid ;
but he had a bad temper, and was very stubborn.
If he had made up his mind not to do a thing,
nothing could make him do it.
5. If Won't was cross, his school-mates could
not get him to play, no matter how much they
begged him. If he wanted to play, he would
not learn his lessons, even though he Avas sure
to be punished for not knowing them.
6. He was not good at a game, because he
wanted to have his own way in every thing;
and he did not succeed in his studies, because
he would not do what he was told. In fact,
nobody liked him, on account of his bad temper
and his willful ways.
7. Try was a very little fellow, and the young-
est of the three. But he had a brave heart,
even if he was little ; and he was always ready
to do what his parents and teachers told him,
8. If Try was asked whether he could do any
very hard thing he Avould say, " I don't know
whether I can do it, but I will try." Sometimes
TriiED Reader. 71
he would fail, but almost always he was able
to do what he tried to do.
9. Once he tried to jump across a brook, but
it was so wide that little Try fell into the water.
Still, he did not cry. He made up his mind
that, when he was a little older, he would make
another trial-; and before long he could jump
over th§ brook in its widest place.
10. When Try first w^ent to school, his teacher
said, "Can you read?" "No, sir," said lie, "but
I will try to learn." " That is all I ask," said
the teacher : "I want boys in my school who
will try to learn."
11. In a few^ months Try was at the head of
his class, Can't was still at the foot of his, and
Won't had gone down to the foot of his. Which
do you think was the happiest of the three ?
12. All three are grown men now. Can't is
servant to a master named Must; Won't is a
soldier under Captain Shall ; and Try is a part-
ner in the great firm of Success & Co.
LANGUAGE LESSON.
Of what two words is " Can't " a short form ?
" Won't " ? Write both in full.
72 Third Reader.
Write three statements, bringing in quality-worQtf
that tell about each of the three boys: —
Can't was [Can't was idle and cowardly.]
Won't was
Try Avas
AVrite a statement telling why Can't was afraid to
jump across a ditch or climb a tree.
Write a statement telling why Won't was not good
at a game.
Write a statement telling what Try said to his
teacher.
LESSON XXI,
Home Pets.
THE LITTLE TIGER.
wait
prey
E^gypt
Mal-te§e'
^e-vour§'
learn'ed
€on-fess'
sav'age
at-titched'
wor ship (wur-)
men-ag'e-rie (-azl/-)
PREPARATORY DICTATION.
1. The owl kills mice, and eats them. They are his
prey, and he devours them. — 2. Tabby hides behind
Third Reaber. 73
the bush, and lies in wait for the robin. — 3. Let us
confess it, let us own that it is true. — 4. When the
wood-chopper with his ax makes a tree fall he fells it.
— 5. The fox hides in his den, the tiger in his lair. —
o. The lamb is gentle, the tiger is fierce or savage. — 7.
We ivorsliip God. The heathen worship idols. — 8. 1
am fond of my dog, and he is attached to me.
1. Which is the fiercest of all animals? The
lion? The grizzly bear? These are indeed very
fierce animals ; but do you think they are as
savage as the tiger ? 0, no !
2. This terrible creature can spring on a man,
and easily bring him to the ground. He can
fell an ox with one blow of his huge paw.
3. In his home in India the tiger is the terror
of the natives, who call him " the man-eater."
He lies in wait for a passer-by, bounds upon
him, strikes or kills him, drags the body to his
lair, and there dcA^ours it.
4. Now, perhaps you will think it strange,
children, when I tell you that most of you
have at home an animal which is a kind of
tiger. Can you guess what it is? Why, it is
the cat!
5. The cat is a small tiger ; the tiger is a large
cat. Learned men put the tiger and the cat in
74
Third Header.
the same chiss of animals. Pussy and the man-
eater are both cats.
6. It is likely that many of you have seen a
tiger in a menagerie. Did you not think that
he was really a large kind of cat?
7. Cat and tiger both love living prey. The
ox or the man is the food the tiger likes ; the
mouse or the bird is the food the cat likes.
Each is very, very sly ; both have the soft step
and the hidden claw.
8. Perhaps you may not like to be told tliat
Third Reader.
75
your cat belongs to the same family as the tiger^
Well, though we must confess that he really
does, let us be just to the cat by saying that he
is the dearest, nicest, best, of all his kind. No,
no : we must not think any the worse of the cat
because tigers belong to the great cat family=
9. For thousands of years the cat has been a
home pet. When Moses was a child, it is very
likely that he played with one; for we know
that the people of Egypt used to worship the
cat.
10. Some people can see nothing good in the
cat. They say that puss is a coward and a
thief; that he has no heart ; that he is attached
to places rather than to persons ; and that he
catches niice for his own sake, — not to please us.
76 Third Header.
11. Fie upon such people ! Why, the pretty
stories that might be told about cats and kittens,
from the days of Dick Whittington and Puss-
in-Boots to the present time, would fill a book
as big as a T^arn !
12. I have a cat whose name is Max. He is
a Maltese, — a splendid fellow ! as high as Baby
Dot. He has been sitting on my shoulder while
I have been writing this lesson.
13. When I was putting down about the " little
tiger," he was very cross. I could feel him curT-"
ing his back and lashing his tail, as he looked
over my shoulder at the wicked Avords.
14. Later on, where I wrote, '' He is the nicest,
best, of all his kind," he began to purr, as much
as to say, '^ That is better ; you are really trying
to learn. Now go on studying us for one hun-
dred years, and at the end of that time perhaps
you will begin to know something about us."
LANGUAGE LESSON.
Add 67' and est to each of these quality-words, and
write the meaning of each : —
fierce strange dear sly
huge small nice pretty
Third Reader.
LESSON XXII.
The Necklace of Truth. — Part I.
Mer'liii paFage dra-mond
wiz'ard neck^lage stern'ly
PREPARATORY DICTATION.
I. The diamond is the brightest of all stones. — 2.
Kings and princes live in pcdaccs. — 3. I went to see
tricks of magic, and the man did such strange and
wonderful things that he must haA^e been a ivizard.
1. There was once a little girl named Pearl,
who had the bad habit of telling lies. For a
lono' time her father and mother did not find
this out ; but at last they saw that she very often
said things that were not true.
2. Now, at this time — for it was long, long
ago — there was a wonderful man named Merlin.
He could do such strange things, and was so
wise, that he was called a wizard.
3. Merlin was one of the greatest friends of
truth that ever lived. For this reason children
who told lies were often brought to him, that
he might cure them of this bad habit.
78
Third Reader.
4. " Let us take our cliild to the wonderful
wizard," said Pearls father.
And tlie mother said, "Yes, let us take her to
Merlin. He will cure her I "
So Pearl's parents went to
the glass palace where ^lerlin lived.
5. When they reached Merlin's palace, the
mother began to tell the wise old man what was
Third Reader. 79
the matter with the child. '' I know very well
what is the matter with her, my dear madam,"
said Merlin : '^ your child is one of the greatest
liars in the world."
6. How did he know this ? I can not say ;
l)ut this wizard could tell a liar, even though
many miles away.
7. Poor Pearl hid her head with shame and
fear. But Merlin said, " Do not be afraid. I am
only going to make you a present."
8. Then the wizard opened a drawer, and took
from it a lovely necklace with a diamond clasp.
This he put on Pearl's neck, and told her par-
ents to go home happy, for the little girl would
soon be cured of her bad habit.
9. As they were going away, Merlin looked
sternly at Pearl, and said, " In a year from
now I shall come for my necklace. Till then
you must not take it off, — you must not dare
to take it off."
LANGUAGE LESSON.
Cop3^, and put in the right words : —
was a little girl.
was a wizard.
80 Third Reader.
LESSON XXIII.
The Necklace of Truth. — Part II.
dim sobbed tas'sels false'hood
gem§ weep'ing erowd'ed choked (chokt)
PREPARATORY DICTATION.
1. Pearls, rubies, and diamonds are gems. — 2. The
kind gardener was giving flowers to the children, and
they all came and crowded around him. — 3. When the
diamond becomes dim does it lose its brightness? —
4. What is farthest from /a /se/^ooc?.^ Truth.
1. Can you guess what the necklace was? It
was the wonderful Necklace of Truth.
2. Next day Pearl went to school. Wlien her
school-mates saw the beautiful necklace, they
crowded around her.
" 0, what a lovely necklace ! Where did you
get it, Pearl ? "
3. " My father gave it to me for a Chris^ias
present," said Pearl. (This, you know, was a
falsehood.)
'^ O, look, look ! " cried the children. '' The
diamond has turned dim ! "
Third Reader. 81
4. Pearl looked down at her necklace, and
saw that the lovely clasp was changed to coarse
glass. Then she was very much afraid, and said,
'^ I will tell you the truth : the wizard Merlin
gave it to me."
At once the diamond was as bright as before.
5. The girls now began to laugh, because they
kncAV that only children who told falsehoods
were sent to Merlin.
6. " You need not laugh," said Pearl. '' Merlin
sent a lovely coach to bring us. It was drawn
by six white horses, and was lined with satin,
and had gold tassels ; and his palace is all built
of gems ; and he praised me because I tell the
truth." (But these were all fibs, as we knoAV.)
7. She stopped, for the children were laughing
all the time she was speaking. Then she looked
at her necklace, and — what do you think? — it
hung down to the floor! At each lie she had
told the necklace had stretched out more and
more.
8! '' You are stretching the truth ! " cried the
little girls.
Then Pearl confessed that all she had told
them Avas false ; and at once the necklace
changed to its right size.
82
Third Reader.
9. '' But what did Merlin say when he gave
you the necklace ? "
'' He said it was a present for a truthful " —
She could not go on speaking. The necklace
became so short that it nearly choked her.
10. " dear, no ! " sobbed Pearl. " He said I
was — the greatest — liar — in the world."
The girls did not laugh now. They were
All"'-,
sorry for poor Pearl Avhen they saw her weepnig.
11. So at last Pearl was cured. She saw how
Third Reader.
83
wrong and how foolish it is to tell falsehoods.
'' Never more will I tell a lie," said she. And
she kept her word.
12. Before the year was ended Merlin came
for his necklace. He knew that Pearl did not
need it now, and he wanted it for another little
girl.
13. Since Merlin died, no one can tell where
is the wonderful Necklace of Truth. Would
you like to wear it ? Are you sure the diamond
would always keep bright?
LANGUAGE LESSON.
Rule paper like the model, and write the word-
analysis : —
WORD.
ANALYSIS.
MEANING.
crowded
crowd + ed
did crowd
turned
looked
changed
praised
stopped
beautiful
beauty + ful
full of beauty
truthful
84 Third Reader.
LESSON XXIV.
Cold Water.
€rys'tal . thirst'y fountain's
mor'tal§ bless'ed ev-er-more'
1. Drip, drip, drip, drip,
From the fountain's iron tip :
Dripping, dropping, never stojDping,
Cooling many a thirsty lip,
Drip, drip, drip !
2. Drop, drop, drop, drop,
O the water from the fountain !
Dripping, dropping, never stopping.
On the hill-side, on the mountain,
Drop, drop, drop !
3. Flow, flow, flow, flow.
Crystal water pure as snow,
Flowing lightly, shining brightly,
Blessing mortals as you go,
Flow, flow, flow!
Third Reader. 85
4. Pour, pour, pour, pour,
Blessed water, more and more ;
Rain drops, dew drops, not a few drops,
Sparkle bright, for evermore. ''
Pour, pour, pour!
LESSON XXV.
Bright Examples.
THE LITTLE HERO OF THE RAILROAD.
he'ro freck'kd raU'road fash'ion§ (-unz)
shag'gy a-part' en'ging porished(-isht)
shan'ty grate'ful en-gi-neer' pas'sen-ger§
PREPARATORY DICTATION.
1. A hei'o will die for his country. — 2. The man
who takes care of an engine is an engineer. — 3. Bose,
our water-dog, has a shaggy coat. — 4. I thank you
very much, Emma, for helping me. I am grateful to
you. — 5. When we rub a tin dish till it is bright and
shining, we "polish it.
1. Andy Moore was a short, freckled little
eountry boy, tough as a pine knot. Sometimes
he wore a cap, and sometimes he did not: he
86 Third Reader.
thought his shaggy hair was a good enough
covering for his head.
2. He did not care at all about his looks ; he
knew a great deal more about squirrels and
birds'-nests than he did about the fashions.
3. Andy's _ home was a rough shanty on the
side of a hill. It was built of niud and logs,
with holes for windows.
4. Now perhaps you may wonder how we are
going to find a " bright examj^le " in a poor
country boy, living in a mud shanty. But wait
a little : the diamond is a coarse, dull stone till
it is cut and polished ; and there was the heart
of a true hero under Andy's torn jacket.
5. Near the hut of Andy's father was a rail-
road track. The boy often watched the black
engine as it came puffing by, giving out great
clouds of steam and smoke, and screeching
through the valleys and under the hills like a
mad thino-.
6. One day, as Andy was crossing the track,
he saw that there was something wrong. He
did not know much about railroads, for he was
very young. But something was surely wrong
with the track ; and Andy had heard of cars be-
ing thrown off when the rails were out of place.
TuiiiD Eeadeu. 87
7. Just then he heard a low, distant noise.
The cars were coming ! He was only a boy, but
perhaps he could stop them in some way. He
felt that he must try, for there was nobody else
there to do it.
8. Andy never thought that he might get
killed ; but went and stood right in the middle
of the track, just in front of the place I have
told you about, and stretched out his little arms
as far apart as he could.
9. On, on came the cars, nearer and nearer,
and louder and louder. The enoineer saw the
boy on the track, and whistled for him to get
out of the way. Andy did not stir an inch.
10. Again the engine whistled. Andy might
have been made of stone, for all the notice he
took of it. Then the engineer of course had to
stop the train.
11. He jumped down from the engine, and ran
along the track toward Andy. The train was
late, and the engineer was angry. But when he
saw how the brave little fellow had saved his
life, and the lives of all the people on the cars,
his anger changed to gladness.
12. Everybody came out to see what the mat-
ter was. The}^ saw that if Andy had not stopped
88 Third Reader.
the train, the cars would have been thrown
down a steep bank and dashed in pieces.
13. The ladies kissed Andy's rough, freckled
face, and cried over him ; and the gentlemen, as
they looked at their wives and children, wiped
their eyes, and said, '' God bless the boy ! "
14. And that is not all : they took out their
purses, and made up a large sum of money for
him. Not to pay him for what he had done, —
they knew they never could do that, — but to
show the little lad, better than Avords could show
him, how grateful they felt to him.
15. Good, brave little Andy ! The passengers
all wrote down his name — Andy Moore — and
the place where he lived.'
16. Fifteen years have passed since Andy's
brave deed, and if you wish to know where he>
is now I will tell you. He is an engineer on
this very railroad. And the coolness, the cour-
age, the presence of mind, of the boy, mark the
man.
HEADS FOR COMPOSITION.
I. The little hero described : how he looked —
his home — the railroad track.
Third Reader. 89
II. (Picture at beginning of the book.) The track:
what looks wrong? What did Andy think? The
train coming.
III. The warning: what Andy does — the engineer
-train stopped.
IV. Passengers: what they see — what they do.
LESSON XXVI.
Home Pets.
THE DOG. -Part I. /
hSs'i-tate bat'tkd af-f^€'tion
~ . '■}■'■ - ■ '.
fi-deri-ty 'pine§ per'ish
rap'id toucH'ing re-store§'
PREPARATORY DICTATION.
1. Choose quickly, do not hesitate. — 2. Pluck the
rose from its stem, and it withers, pines away, and
perishes ; put it in water, and you give it back new life
— you restore its bloom. — 3. The dog is faithful and
loving to its master — full of fidelity and affection. —
4. His story excited much pity — it was a touching tale.
1. If you were asked to name the pet of all
pets, I am sure you would not long hesitate, —
you would say the dog.
90 Third Reader.
2. This animal is found in all parts of the
woi'lcl. Wherever man is, there is the dog.
And everywhere he is the friend and companion
of man. The dog can guard his house, watch
his sheep, catch his game, and do. more for him
than I can tell you.
3. How many lives he saves every year I How
many drowning people he rescues ! How many
lost children he restores to their homes !
4. What a faithful and loving companion he
is ! How often he pines away and dies at the
loss of his master ! What other friend has the
poor blind beggar but this kind servant?
5. There are many touching stories of the
fidelity and affection of the dog. I remember
one you may like to hear, about a dog whose
master Avanted to get rid of him.
6. This man was not a cruel master — indeed,
he loved the faithful animal — but he was very
poor, so poor that he could not afford the little
food his dog needed.
7. So at last, with a sad heart, he made up his
mind that he must drown the poor creature.
Liftine; the dos; in his arms, he walked to the
river bank, hastily tied a stone around the dog's
neck, and threw him out into the deep water.
Third .Reader. 91
8. But just as the man had clone this, his foot
slipped, and soon he himself was struggling in
the rapid stream. The water was very deep, and
the poor man could not swim. He shouted for
lielp, but no help was nigh. He had drowned
his dog, — the only friend he had, — and now he
too must perish in the same way.
ti,-
9. But his dog was not drowned. Just as his
master was giving up all hope, he felt^ a tug at
his coat-collar. The dog had shaken off the
stone tied to his neck ; and as soon as he saw
that his master was in the water too, the lovms-
creature swam quickly to him, and dragged him
safely to the shore.
10. Brave, faithful dog! What do you think
his master did with him? I think he took him
92 TuiRD Reader.
home again, and kept him, and Avas kind to him
as lono' as he lived.
11. Tiiere was once a little boy, named Darwin,
who had a beautiful spaniel, which was called
Argus. The boy was taken ill, and, after a
short sickness, died ; and the dog, who seemed
to mourn for him very much, followed the
family to the grave.
12. For several days afterwards Argus was
missed from the house ; but at last he returned,
and after looking around as if in search of some-
thing, he went away.
13. Again he returned and went as before ; and
soon the famil}^ missed several things that had
belonged to little Darwin.
14. One day they watched Argus when he
came back, and saw him take his young master's
top in his mouth, and run off with it towards
the place where he was buried.
15. Darwin's father followed him, and found,
in a hollow place the dog had scraped above tlie
grave, a cap, a pair of shoes, and several toys.
16. They took poor Argus away, and shut him
up at home ; but he refused to eat, and moaned
so much that at last they let him out again.
As soon as he was free, he again ran off to
Third Reabeb.
the grave, and there the kind creature remained
till he died, mourning for his lost master.
17. But I must tell you about Dash and Rory.
These two dogs were both good-natured enough
when apart, but somehow they never could meet
without having a fight. One day they had a
long and fierce battle on a pier, from the end of
which they both fell into the sea.
18. This pier reached a half mile out into the
sea, and its sides were high and steep. Both
Dash and Rory would surely be drowned unless
they could swim that long distance to the shore.
19. They seemed to know this, and quickly
forgetting their quarrel, each began to swim for
the land as best he could. Dash Avas a fine
swimmer, and very soon reached dry ground ;
but Rorv, who was not used to the water, battled
lonsr with the waves, unable to reach the DQach.
-■■■■ ■■■■'■■ . ^O^Av. \ ,-
20. Dash had shaken the water from his shaggy
coat, and stood looking at his enemy. Pretty,
soon he saw that Rory was growing' weaker
and weaker. What do you think the noble crea-
ture did then? He plunged bravely in again ^
tired as he was, took Rory g-ently by the neck,
and brought him safely ashore. Ever afterwards
Rory and Dash were companions and friends.
94
Third Reader.
LANGUAGE LESSON.
Rule paper like this model, and write the word-
analysis : —
WORD.
ANALYSIS.
MEANING.
liar
lie + ar
one who lies
beggar
hastily
hasty + ly
in a hasty manner
quickly
safely
g^st'ure
served
LESSON XXVII.
Home Pets.
THE DOG. -Part IL
shrewd'ness (shriid'-) Mer'gy
ae-fend' at-tacked'
PREPARATORY DICTATION.
1. Each had a portion of food served on a wooden
platter. — 2. By waving his arms, and by other gestures,
the man showed he was in distress. — 3. The villagers
were attacked by their enemies, but quickly came
together to defend and protect their homes. — 4. The
elejohant has great shreivdness and sagacity.
Third Reader. 95
1. You have seen how faithful a creature the
dog is. Now 1 must tell you that he is as
knowing as he is faithful. How well he can
read faces ! And how quick he is to understand
the meaning of words and gestures !
2. Did you ever hear the story of the dog that
stopped a runaway horse ? This dog's name was
Bruno. One da}^ Bruno's master went into a
shop, leaving his horse and wagon, with Bruno
mounted on the wagon-seat.
3. The horse took fright at some bovs, who
were shouting, as they came from school, and
ran off down the street. The reins fell to the
ground.
4. Bruno at once sprahg^' down, and seized
the reins in his teeth. The horse ran fast ; but
Bruno clung to the reins, and at last made the
horse stop.
5. Was not this a knowing dog? But for
him, the wagon mi2:;ht have been broken, the
horse hurt, and some one run over in the street.
6. Then there is the story of the dog Jack,
and how he^ot his dinner.
7. It ieems that at a certain convent in France,
twenty poor people were served with a dinner
every day. As each of these poor men came to
96
TiiiiiD Keader.
the door he pulled a bell-rope, and his dinner
was passed out to him through an opening ir
the wall. In this way he could not be seer
by the servant, nor the servant be seen by him.
8. One day this dog Jack waited till all the
tAventy people
were served
with dinner,
and then he
marched up,
took the rope in his
mouth, and rang the
bell again. The trick
succeeded; another dish
was passed out, and the
little door in the wall
was shut again. Then
Jack sprang up on a
bench below the open-
ing, and emptied the
dish very quickly.
9. Every day, for a
long time the sly dog
got a good meat by this plan. But at last the
cook found out that twenty-one dinners instead
of twenty Avere passed out every noon. So he
Third Reader. 97
watched for the thief, and at last found him
out.
10. But when the good Mother who was at the
head of the Sisters of Mercy heard the story, she
was so pleased at the shrewdness of the animal,
that she gave orders that every day when Jack
rang the bell he should have his dinner served
out to him like the rest.
11. There is a story of a poodle that was even
more knowing than Jack. This poodle's name
was Wag.
12. Wag earned his dinner, too, as 3^ou will
see ; but his way of earning it was not an honest
one. His master was a shoe-black, who used to
stand at the end of one of the bridges in the
city of Paris.
13. Many people cross this bridge every day ;
and the shoe-black had taught little Wag to
run down to the river-bank, g,nd^ roll over and
over till his shaggy coat was covered with mud,
and then to run across the sidewalk where peo-
ple were passing, so as to soil their boots.
14. This trick kept the shoe-black busy pol-
ishing boots, and brought him all the work he
wanted. . ,
15. Wag was very knowing, and it was fun
98 Third Beader.
to watch him. He would not look at poorly
dressed people, but a gentleman witli brightly
polished boots was sure to be dabbled with mud.
16. At last, however, this trick was found out,
and the shoe-black was punished. This he de-
served : but I don't think the poodle was much
to blame ; he had only done what his master
taught him to do.
17. Did you ever hear of the dog Nero, who
used to bring his master's meals from the hotel ?
18. One day when Nero was bringing home
his master's dinner in a basket, two other dogs
smelted the food and attacked him. Nero put
his basket on the ground, and set to work to
defend himself and his master's dinner. But
while he was fighting with one of the dogs, the
other would run to, the basket and help himself
19. If Nero drove him away, then the first
dog would eat : so at last the dinner was half
gone. Nero was brave enough to fight both
dogs, but he could not be in two places at the
same time.
20. At last he saw that there was no chance of
saving his master's dinner. So he threw him-
self between his enemies, and quickly ate what
food was left, himself
Third Reader. 99
LANGUAGE LESSON.
Write these statements so that they may speak of
past time : —
The horse rims down the street.
Bruno at once springs down.
Nero throws himself between liis enemies.
He quickly eats what dinner is left.
HEADS FOR COMPOSITION.
I. Story of the dog Jack : the convent dinner —
how the poor men got it — wliat Jack did — success
of the trick — cook's discovery — kindness of the Mother.
II. Story of Xero : what he used to do for his
master — what happened one day — Nero's defense —
his difficulty — how he settled the matter.
LESSON XXVIII.
Gathering Nuts.
They are neither birds nor squirrels :
They are only boys and girls,
After nuts.
But they laugh and talk and chatter,
With such gay ai^d merry clatter,
As they search,
100
Third Reader.
That, instead of only seven,
You mii>'lit think thev were eleven,
Or even more,
As, with merry hiugli and shout,
They see the brown nuts dance about
On the grass,
When the boys with shake and blow
Send them down for those below
To gather up.
Third Reader. 101
So they work like busy squirrels,
Seven little boys and girls, —
Gathering nuts.
LANGUAGE LESSON.
Copy all the name-words in this piece.
Copy all the quality-words.
Cop3^ all the action-words.
LESSON XXIX.
The Stone that Rebounded.
re-bound' "so'ber-ly deed
PREPARATORY DICTATION.
1. Throw a rubber ball against the wall, and it will
rebound. — 2. What an act — what a deed ! — 3. The
boys grew serious, and looked at one another very
soberly.
1. '' boys, boys, don't throw stones at that
poor crow," said an old, gray-headed man.
" Why, sir," said a little fellow, ^' she makes
such a croaking that Ave can't bear her."
102 Third Reader.
2. '' Yes, but she uses the voice God gave her.
Perhaps it is as pleasant to her friends, as your
voice is to those who love you. Besides, I have
another reason why I don't want you to stone
her. I am afraid the stone will rebound, and
hurt you^
3. " Rebound ! we don't quite know what you
mean."
" Well, come, and I will tell you a story."
" 0, good, good ! Is it a true story ? "
4. " Yes, every word of it is true. Fifty years
ago I was a boy like you ; and I, too, used to
throw stones. One day I Avent to work for
some very kind old people. No one else had
so manv birds' nests under the r&f of their
barn. No one else had so many pretty pets.
5. " Among these pets was a very tame swal-
low. When the winter was gone, she came and^
built her nest near their house, and seemed quite '
at home. One day she was standing on a post
near her nest, and was looking at me without
the least fear, as much as to say, 'You won't
hurt me.' ,
6. "I found a nice stone; and, taking good
aim, I threw it at her as hard as I could. It
struck the poor swallow, and she dropped dead !
Third Reader.
103
I was sorry the moment I saw her fall ; but the
deed was done.
7. '^ I said nothing to the kind old people,
but they found out about it ; and, though they
never said a word to me, I knew they mourned
sadly for the bird. I could never look them in
thu face again, as I did before my unkind act.
8. '' 0, if I had only told the old people how
sorry I was ! They have been dead many years,
and so has the j^oor bird ; but don't you see
how that stone rebounded and hit riie?"
9. The old man paused, smiled sadly, and,
turning, went his way. The bo3^s looked so-
berly at one another, and dropped the stones
they had gathered. And the old crow gave a
croak or two, and flew aAvav to the woods.
LANGUAGE LESSON.
Rule paper, and write the word-analysis : —
WORD.
ANALYSIS.
MEAKIKG.
rebound
re + bound
bound back
return
unkind
un + kind
not kind
untrue
104 Third Reader.
LESSON XXX.
The Tale that never Tires. —Part I.
thoi^^/it'less €a/m reaped
cHange €an'dle§ pa'tienge
wea^ry tal'low tire'some
PREPARATORY DICTATION.
1. The thoughtless boy threw a stone at the pet bird.
He did not think what he was doing. — 2. Do not be in
such a hurry, — \idi\Q patience. — 3. The mowers reaped
the grain when it was rijDe. — 4. He meant to drown
his dog, but by chance it happened that the dog was
saved.
1. When Robinson Crusoe was nineteen 3^ears
old, he wished to do what many other boys
have done : he wanted to go to sea.
2. He was tired of his quiet, peaceful home,
and thought it would be a fine thing to travel
all over the world.
3. One day the son of the captain of a ship
asked Crusoe to go with him to see what a sailor's
life was like. The thoughtless youth started off
at once, without even bidding his father and
mother good-by.
Third Reader. 105
4. After sailing many days, there came a great
storm, and the ship was thrown on a rock. The
sailors got into a boat, and tried to row to an
island which was near. But all of them were
drowned except Robinson Crusoe, who was
washed high up on shore by a great wave.
5. The next day, as the storm had gone down,
and the sea was calm, Crusoe swam out to the
wrecked ship, to see what he could save. The
poor fellow worked very hard, and made a
raft of boards and teams, tying them together
with ropes.
6. He brought back on his raft barrels of beef
^nd pork, a chest of clothes, a great piece of
sail-cloth, some guns and tools, and powder and
shot.
7. On the ship he found a dog and a cat alive ;
and these he took ashore with him. He was
glad to have even these companions.
8. Then he built himself a house in a caVfe7
with a wall of strong timber outside. To get
in and out over the wall he made a ladder.
This he could take into his house at night,
and he felt safer from wild beasts than if he
had had a doorway and a door.
9. So now vou see Robinson Crusoe had to
106
TuinD Meaueh.
live all alone on this island, for he was the only
man there. He had not a friend to talk to or to
love ; and very lonely he was, you may \)e sure.
10. There were a great many wild goats on
this island. One day Crusoe caught a kid, and
took it home with him, and tamed it. By and
TuiRD Reader. 107
by he had a whole flock of goats that he had
caught and tamed. So he could have goat's
meat and goat's milk whenever he pleased.
He found a way to make butter and cheese,
and he even made candles from goat's tallow.
11. There were many large' furtles on the sea-
shore. These Crusoe used to catch by getthig
between them and the water, and turning them
over on their backs ; for you know that when a
turtle is turned on its back it can not get up
again. He found the "flesh of these turtles very
nice. ^ , ,
12. But what plfeased him most was that one
day he caught a parrot. He took Poll to his
liome, and little by little he taught her to say
many pleasant words and sentences. Poll's
voice was ,the only one the poor man heard
for many weary years.
13. In a bag that Crusoe brought from the
ship there were by cKance a few grains of l)ar-
ley and rice. These were spilled on the ground
by the door and forgotten. But, after the rains,
the rice and barley sprouted an,d grew ; and in a
year or two he had a large neT(3^" of barley grow-
ing finely on his island.
14. When the grain was ripe he was puzzled
108 Third Reader.
to know how he should reap it. How do you
think he did it ? He found a kind of sailor's
sword called a cutlass that he had saved, and
by hard work he cut the grain with this.
15. Crusoe had no mill to grind his grain in :
so he pounded it in a great wooden bowl, with a
hard, heavy piece of wood. To bake his bread
and boil his meat, he made pots and kettles of
clay. To make these was a long and 'tiresome
labor ; but he had very great patience, and he
succeeded at last.
HEADS FOR COMPOSITION.
I. Crusoe's boyish wish : the invitation — begin-
ning of the voyage.
II. The shipwreck : fate of the sailors — fate of
Crusoe.
III. Visit to the ship : the raft — what he took
back — the cat and dog.
IV. Crusoe's house : the wall — the ladder — why
he felt safe.
V. Animals : the goats — what they supplied him
with — the turtles — mode of catching — Poll.
VI. Crusoe turns farmer : the seed — its growth
— reaping — grinding the grain — bread-making.
Til III D Header
109
LESSON XXXI
The Tale that never Tires. — Part II.
s^v'a-ge§
€aii'in-bals
es-€aped
PREPARATORY DICTATION.
1. The passengers got safely to the shore, and thus
escaped death. — 2. Ignorant savages, who eat human
flesh, are called cannibals.
1. Robinson Crusoe thought he would like
to have a boat in which to sail round his
no Third Reader.
island. So he got out a grindstone which he
liad saved from the wreck ; and, when he had
ground his ax, lie cut down a great cedar-tree.
2. With his ax he shaped the trunk of this
tree into the form of a boat. But when it was
done, the poor fellow could not move it : so he
had to go to work all over again, and make a
smaller one.
3. By this time all the clothes he had saved
in the chest were worn out. So he set to work
and made himself a new suit out of the skins
of goats. He even made himself a hat and an
umbrella from these skins.
4. For a long time Robinson Crusoe thought
he was quite alone on the island ; but one day
he found the ashes' of a fire on the sand by the
seashore ; and in the ashes a number of human
bones : for it seems that savages used to go there
from distant islands to kill and eat the prisoners
thev had taken in war.
5. Another day, soon after this, he {^aw smoke
coming from the shore. He liid himself behind
a tree, and watched, and saw a number of these
cannibals sitting ^ound a fire eating a prisoner.
Another was lying close by, expecting every
moment to be killed.
Third Reader.
Ill
6. All at once this j^oor man jumped up, to
try if he could not escape. He ran as fast as
he could towards the wood where Robinson
Crusoe lay hidden. Two of the savages ran
after him.
112 Third Reader.
7. Now, Crusoe had made up his mind to
save the poor fellow if he could. So he ran
out from his hiding-place in the wood, and
shot the two men who were running after the
prisoner.
8. This man whose life he thus saved became
his servant and companion ; and a merry, faith-
ful fellow he was. Crusoe named him Friday,
because it was on a Friday that he saved his
life.
9. These two became very fond of each other.
Crusoe made a goat-skin suit of clothes for Fri-
day, and taught him how to use a gun. Little
by little this poor savage learned to talk with
Crusoe.
10. At first he could say only such words as
" ves," and " no," and '' master ; " but after a while
he learned to speak very good English. With
Friday's help Crusoe w^as now able to launch the
large heavy boat he had made from the cedar-
tree, and many a fine sail they had in it.
11. The savages came again to the island a
year after this, and again brought two prisoners
with them to eat. Crusoe wanted to save the
lives of these prisoners also : so he told Friday
to follow him.
Third Reader. 113
12. Taking two guns apiece, besides pistols
and swords, they Avent boldly forward. Both
fired at the savages, and Crusoe ran and cut
the thongs that bound the prisoners.
13. One of these was a white man, a Spaniard.
The other was Friday's own father! Friday
kissed him, and unbound him and rubbed his
limbs, and cried and laughed, and danced and
sang, for joy.
14. It was not a lonely island for Robinson
Crusoe after that. Besides his man Friday,
there were Friday's father and the Spaniard, for
company ; and these men were very happy to-
gether, tilling their land, and hunting and fish-
ing. They all looked up to Crusoe as their
chief.
15. Still, Crusoe wished very much to see his
own country again before he died. So you may
be sure that he was very glad when a ship came
to the island, and he was able to return home to
his native land.
16. At last Robinson Crusoe and his man Fri-
day got safely to England. There Crusoe mar-
ried and settled down ; and in his old age he
would often tell his children the story of his
life.
114 Third Reader.
HEADS FOR COMPOSITION.
I. Making the boat : how Crusoe went to work —
his failure — trying again.
II. Crusoe's discovery : visit of the cannibals.
III. The prisoner : the escape — pursuit — how
the prisoner was saved.
IV. Friday : the friendship — their voyages.
V. Second visit of savages : the prisoners — attack
by Crusoe and Friday — who the prisoners were.
VI. The happy family: occupations.
VII. Crusoe returns home.
LESSON XXXII.
Little Gustava.
Gus-taVa V^\-e\.e^
eavei
mar'i-gold§ quaint
shy
PREPARATORY DICTATION.
1. Her cap was old-fashioned and quaint. — 2. The
edge of a roof, where the water runs off, is called the
eaves. — 3. Most birds are timid, shy creatures.
Little Gustava sits in the sun,
Safe in the porch, and the little drops run
From the icicles under the eaves so fast;
Third Reader. 115
For the bright spring sun shines warm at last,
And glad is little Gustava.
She wears a quaint little scarlet cap ;
And a little green bowl she holds in her lap,
Filled with bread and milk to the brim,
A
And a wreath of marigolds round the rim :
'^ Ha, ha ! " laughs little Gustava.
Up comes her little gray, coaxing cat.
With her little pink nose, and she mews,
^'What's that?"
Gustava feeds her, — she begs for more,
And a little brown hen walks in at the door :
" Good day ! " cries little Gustava.
She scatters crumbs for the little brown hen ;
There comes a rush and a flutter, and then
Down fly her little white doves so sweet,
With their snowy wings and their crimson feet:
" Welcome ! " cries little Gustava.
So dainty and eager they pick up the crumbs ;
But w^ho is this through the doorway comes?
Little Scotch terrier, little dog Rags,
Looks in her face, and his funny tail wags:
"' Ha, ha ! " laughs little Gustava.
116
Third Reader.
"You want some breakfast, too?" and down
She sets her bowl on the brick floor brown ;
And httle dog Rags drinks up her milk,
While she strokes his Shaggy locks, like silk :
" Dear Rags ! " says Httle Gustava.
Third Reader. 117
Waiting without stood sparrow and crow,
Cooling their feet in the melting snow.
" Won't you come in, good folk ? " she cried,
But they were too bashful, and stayed outside,
Though ''Pray come in!" cried Gustava.
So the last she threw them, and knelt on the
mat.
With doves, and biddy, and dog, and cat.
And her mother came to the open house-door:
"' Dear little daughter, I bring you some more.
My merry little Gustava."
Kitty and terrier, biddy and doves,
All things harmless, Gustava loves :
The shy, kind creatures 'tis joy to feed,
And, O, her breakfast is sweet indeed
To happy little Gustava!
LANGUAGE LESSON.
Copy, and supply the right greetings : —
To her gray, coaxing cat, Gustava said .
To her little white doves, Gustava said .
Tc her little dog Rags, Gustava said . . .
To the sparrow and crow, Gustava said .
118 Third Beajder.
LESSON XXXIII.
Letter from the Wild Duck to the Tame Duck,
dan'ger piicFdle as-sure'
marsh'e§ wad'dk en'trange
"^'^e-eoy' Wen fel'low-feel'ing
PREPARATORY DICTATION.
1. I am sorry for you — I feel with you — I have a
fellow-feeling for you. — 2. Be sure of this ; I assure you
it is true. — 3. At one end of the entry was an entrance
way of folding doors. — 4. Swamps and marshes are
low, wet lands. — 5. The spring was clear till the old
frog jumped in and puddled it.
The Marshes.
Dear Cousin, —
I suppose I must call you so ; for, though I
am so very wild and shy, I have still a kind of
fellow-feeling for you.
You know very Avell that you are intended to
be eaten : so, if you have not gone to the oven
before this reaches you, I should be glad to hear
from you.
They say that you never fly, and that you
seldom waddle more than a meadow's length
Third Reader. 119
from your pond, where you keep puddling
about from daylight till dark.
This, I assure you, is not the life that / lead.
We wild ducks fly together in great flocks, in
the night, for many miles over this flat, wet
country : so we have plenty of water, and may
swim till we are tired.
But with all our freedom we are not safe ; for
we are sometimes caught by hundreds in a kind
of trap, called a decoy.
Into these traps wild ducks are often led like
fools by other ducks that are well fed to coax
■ US m.
The entrance of this trap, as far as I could see
of it, is very harrow ; for I have been twice
within a hair's breadth of being caught in it
myself.
I wish every duck in the country could say
that " she had twice been in great danger by
keeping bad company, but had escaped."
Well, cousin, I am going to fly, and swim too,
as long as I can ; and I advise you to do the
same, and make the most of your day.
Hoping to hear from you,
I am your affectionate
COUSIN WILDING.
120 Third Reader.
LESSON XXXIV.
The Tame Duck's Reply.
lol'ly ereat'ure €on-geit'
af-fair§' thS.iik'ful re-ia'tion§
com'fort (furt) in'stange €om-pared/
PREPARATORY DICTATION.
1. See the peacock spread his tail ! How vain he is !
What conceit ! — 2. Jane and Frank are orphans. Aunt
Sarah and cousin George are the only relations they
have. — 3. It is folly to meddle with the business of
others. Attend to your own affairs.
The Duck Pond.
Cousin Wilding, —
I confess I did not at all expect to hear from
you ; for I always believed you to be a thought-
less young creature, caring no more for your
relations than I care for a shower of rain.
However, you have escaped danger twice, and
you have reason to be thankful.
I have been sitting here on ten eggs for three
weeks past, and have another week to be shut
up ; but it is a comfort to think of the pleasure
Thibd Reader. 121
I shall have in hatching my young ones and
teaching them to swim. They will look so
clean, and be so happy, and will obey every
Iqiiact from me so ' qiiickly, that I shall be the
proudest mother in the world.
I must tell you of a creature we have here
that is called a hen. She is a cackling, useless,
silly creature, jTeathered it is true, but as much
afraid of water as you are of the trap you
speak of,
She ha1:ched nine or ten pf my eggs ; and you
should have seen the folly and conceit of the
creature as she led the youngsters, or rather as
they led her, to the nearest water !
In they went, as happy as could be ; but she
began to chatter and scold, and run around the
' edge of the pond to save them from drowning !
What fools these hens must be, compared to us
ducks ! T-
Really, cousin, don't you think this meddling
with other people's affairs is all wrong? Sup-
pose, for instance, I should sit upon a dozen of
that silly creature's eggs.
To be sure, I should have a week's holiday,
since they sit but three weeks ; but what should
I bring to light?
122
Third Reajdeh.
A parcel of little, useless, tip-toed, cowardly
things, that would not follow me into the pond !
I can not bear to think of it.
I have written you a long letter, and can think
of no more but Quack, quack, quack ! and fare-
well.
Your affectionate
HOME COUSIN.
Third Header. 123
LESSON XXXV
Bright Examples.
NATHAN HALE.
re-gret' sordier(-jer) frank'ly
per-mit' Joy'ous dis-gid§'ing
PREPARATORY DICTATION.
1. I am sorry for it. I regret it. — 2. Tell the truth
— speak openly and frankly. — 3. Poll wanted to be a
fine lady, so she disguised herself in Miss Doll's clothes.
1. In the roll of our country's heroes, no name
shines brighter than that of Nathan Hale. This
noble young soldier was a captain in the Ameri-
can army at a time when we were at war with
the English.
2. George Washington, who was the leader of
the American armies, wished very much to find
out the position of the English army, and just
how strong it was.
3. Nathan Hale felt that it was his duty to do
all he could for his native land, and offered to
go into the enemy's camp and find out all that
General Washington wanted to know.
124 Third Reader.
V>-
4. Putting off his captain's dress, and disguis
ing himself as well as he could, this brave young
man crossed over to Long Island, and made his
way into the midst of the English camp.
5. He looked at all their forts, and made
drawinsjs of them; and learned much about
what the English commander, General Howe,
was thinking of doing.
I 6. He then started to return ; but he was
> - ■-' •
taken prisoner, and carried before the English
general. When Hale saw that his purpose was
known, he frankly told who he was, and what
he had come for; and General Howe ordered
him to be hung as a spy.
7. But was he a spy ? When we speak of a
spy, we think of one who, for pay, enters the
camp of an enemy to learn his secrets. In this
meaning Nathan Hale was no spy. For, why
did he offer himself for this service ? For pay ?
No ! for duty, — for love of his country.
8. The order of the British general was car-
ried out the next morning, and poor Hale was
treated most cruelly. Every favor was denied
him. General Howe woul,d not permit the
young American to see a clergyman, nor even
to have a Bible.
Third Readeh.
125
9. But a high, a holy feeling upheld the brave
youth in his lasl hour. With almost joyous step
he waited to the place of death, and with his
last breath spoke these words — words that will
never die : '' I only regret that I have but one
life to lose for my country.'.'
10. The Romans had a saying, '' It is sweet to
die for one's native land." But the speech of
young Hale was finer than that, for he wished
that he had many lives to give for his country.
LANGUAGE LESSON.
Rule paper like the model, and write the word-
analysis : —
WORD.
ANALYSIS.
MEANING.
finer
fine + er
more fine
brighter
cruelly
cruel + ly
in a cruel manner
frankly
leader
lead + er
one who leads
commander
prisoner
126 Third Reader.
HEADS FOR COMPOSITION.
I. Nathan Hale : who he was — Washington's
wish.
II. Hale's patriotism : his offer — his disguise —
what he did.
III. His CAPTURE : General Howe — the sentence.
IV. Hale's heroic death : his last words — w^as
he a spy ?
LESSON XXXVI.
The Reindeer.
w
Ar'ab -AshSl'ter pulk'ha
in'ter-est-ing sleigh sup-port'
weird'ly waste brow§'e§
PREPARATORY DICTATION.
1. The browsing ox nibbles the sweet grass. — 2. The
lightning flash gave to every thing a strange, weird
look. — 3. The desert is a waste of sand, the ocean is a
waste of water. — 4. The old lady would have fallen,
had not her son run to support her.
1. Of all the servants of man the reindeer is,
perhaps, the most interesting. Can you think of
Santa Claus drawn by a team of elephants, or
horses, or camels ? No, indeed !
Third Reader. 127
i 2. For his Christmas eve yisits, the queer little
^fur-clad driver harnesses his team of eight tiny
reindeer ; and as he speeds afohg, he whistles and
(shouts, and calls them by name, —
" Now, Dasher ! now, Dancer ! now, Prancer and Vixen !
On, Comet ! on, Cupid ! on, Donder and Blitzen ! "
3. It is in Lapland, in the far northern part of
Europe, that the reindeer is best seen as a ser-
vant of man. Servant? No; he is more than
that : he is almost the sole wealth of the Lapp.
4. To the Laplander the reindeer is indeed a
useful animal. It takes the place of the horse,
the cow, and the sheep. Its flesh is (I'ainty food ;
butter and cheese are made from its milk ; and
its skin furnishes tents, bedding, and clothing.
Living, it carries the Lapps and their goods
wherever they wish to go ; and dead, there is
^ fiardly any part of it they do not make use of.
5. A Laplander is rich according to the num-
ber of reindeer he owns. Those who have a
thousand or more are classed among the very
wealthy ; those who have a few hundred are
only '' well-to-do ; " while those who own no
more than fifty often become servants to their
richer countrymen.
Third Readeb.
6. But it is about the reindeer as an animal
which draws loads that we are to learn : so let
us begin with the sleigh, or sledge.
7. The sledge of the Laplander is called a
pulkha. To get an idea of what this is, you
must fancy a little boat, about six feet long,
and sixteen inches wide at the end where it
is broadest. From this end it tapers almost
to a point in the forepart.
8. Its sides are exactly like those of a boat;
and it rests upon a "keel" about four inches
wide. This keel is the one and only runner.
A strong board boxes up the broad end, in
Third Reabeb. 129
front of which is the seat ; and the board itseh""
serves to support the back of the rider. His
le2:s and feet are stretched out in front of
him ; and, thus fixed, the Laplander is ready
for the road.
9. In the best kind of pulkha the forward
part is covered with skin or leather; but the
Laplander does not often like this. It gives
him too much trouble to get out and in. So his
sledge is generally open from end to end ; and
his deer-skin coverings keep him warm enougli.
10. Only one deer is used in drawing a sledge,
and the mode of harnessing is very simple. A
band of skin is used as a collar round the neck
of the animal ; and from the lowest point of this
a piece drops down below the animal's breast.
11. To this piece is fastened the trace, — there
is but one, — which, passing between the forelegs,
and afterwards the hind ones, is looped into an
iron ring in the front of the sledge. The trace
is a strong strap of rawhide or leather, and by
means of it the sledge is draAvn along.
12. A broad band, or girth, usually of hand-
some cloth neatly stitched, passes round the
deer's body. Its use is to hold up the trace,
and prevent it from dragging on the ground,
130 TuiRD Reader.
Another band of cloth passes round its neck,
giving a fine look to the noble creature.
13. A single rein fastened to the left horn, or
fixed like a halter around the deer's head, is all
that is needed to guide it with. The move-
ments of this rein and the driver's voice are
understood by this well-trained animal.
14. For all that, the deer does not always travel
kindly. Sometimes he takes a fit of stubborn-
ness or anger. He will then turn upon his
driver, and lower his horns for attack. At
such times the Lapp takes shelter behind his
pulkha, raising it in his arms, and holding it
as a shield with which to defend himself.
15. As the Laphmd sleigh has only one narroAV
runner, it often upsets and throvfs out the rider ;
but the Lapp thinks nothing of this. In a
minute the '' snow-boiit" is set right, the traveler
is in his seat again, and off he scuds over the
snow with the speed of a railroad train.
16. Of a railroad train ? Yes : the reindeer
can travel twenty miles an hour ! And it can
run at this rate for eight or ten hours, making
from one hundred and fifty to two hundred
miles in a single day !
17. This is very fast traveling, is it not? Buc
Tried Readeb. ' 131
I will tell you something still more wonderful.
In the palace of the king of Sweden there is
a picture of a reindeer that carried an officer
more than nine hundred miles in forty-eight
hours. But the poor creature dropped dead at
the end of the journey.
18. The food of the reindeer does not cost the
owner much. In the summer it browses on the
shrubs and plants it finds on its march. In
the winter it feeds on reindeer-ridoss. This plant
is often deep under the snow ; but the reindeer
is very clever in getting at it by scraping away
the snow with its horns, hoofs, and nose.
19. I think that a Laplander in his snow-
boat, drawn by his swift and graceful servant
over the great waste of snow^, weirdly lit by the
sun shining at midnight, is as interesting a sight
as may be seen anywhere.
HEADS FOR COMPOSITION.
I. The reindeer : his home — value to the Lapp.
II. Lapland sledge : description of its parts.
III. Way of harnessing : the collar — the trace —
the girth — the rein.
IV. Speed of the reindeer : miles an hour —
miles a day — a wonderful case.
132
Third Readfu.
LANGUAGE LESSON.
Rule paper like the model, and write the word-
analysis : —
■
WORD.
ANALYSIS.
MEANING.
Dasher
Dash + er
the one that dashes
Dancer
Prancer
useful
use + ful
full of use
graceful
broadest
broad + est
most broad
lowest
LESSON XXXVII
The Fairy Artist.
-ir».f
pyg'my
spanned
l^nd's€apes
elfin-lctnd
1. 0, there is a little artist
Who paints in the cold night hours
Pictures for wee, wee children,
Of wondrous trees and flowers;
Third Reabeb. 133
2. Pictures of snow-white mountains
Touching the snow-white sky ;
Pictures of distant oceans
Where pygmy ships sail by ;
3. Pictures of rushing rivers
By fairy bridges spanned ;
Bits of beautiful landscapes
Copied from eLfin-land.
4. The moon is the lamp he paints by,
His canvas the window pane ;
His brush is a frozen snow-flake :
Jack Frost the artist's name.
LANGUAGE LESSON.
What word in the first verse means the same as
" little " ?
Write the two parts of the word " snow-white," and
give its meaning. So with " snow-flake."
Copy this sentence : —
Pygmies, sprites, and elves are names of the little
creatures, full of mischief, thought to live in fairy-
land, or elfinland, — the land of the elves.
134 Third Reader.
LESSON XXXVIII.
About Plants.
THE ROOT.
root'let di-vide§' pr5p'er
/ierb§ re-quire§' ab-s6rb'
PREPARATORY DICTATION.
1. What does a child need? A child requires food
and clothing. — 2. A brooklet is a little brook ; so a
rootlet is a little root. — 3. The sponge quickly sucks
up water — it absorbs it.
1. A plant is not like an animal, which can
move about. It grows and stays in one place.
What keeps it in that place ? Its roots. These
grow down into the ground, and there hold fast,
so that the wind may not overturn the plant.
2. Now, some plants, such as the beet plant,
have just one large root in the ground. Above
ground the beet plant is not high : it has no
stem, and its few leaves grow right out of the
top of the root. Even this one root has many
fine hair-like roots growing out all around it.
3. But most large plants, such as trees, and
Tmnn Readeti.
1S5
:♦ L '-'''i
even small ones, such as the tiny herbs, have
branching roots ; that is, the large root under
ground divides into rootlets somewhat as the
^ steni' above ground spreads out into branches.
4. Look at this part of a stem with the roots
^below. Does it not look very much like the leg
of a bird, w^ith its xbes for hold-
ing fast? Only, a bird has but
three or at most four toes on a
foot, while the plant has in its
foot so many toes that they can
not be counted.
5. And we may see how firmly
the plant can cling to the earth,
with such a host of toes and far-
reaching claws ; the more so, as
they are all closely packed into the ground.
Now let a gale ' come, and the wind will not
tear up the plant very easily.
6. This is one thing the root has to do : it
has to hold the plant fast in its place.
7. But that is not all the root does : it has
finer work than that to do. The plant gets a
large part of its food from the ground ; and how
is it to get it from the ground, unless by the
roots? They ar^in the ground, and they ab-
136 Third Bead^r.
sorb water from it ; and with that water go
other things into tlie root that the plant needs.
8. There is something very wonderful about
the w^ay these roots act. They seem to know
what the plant needs. The root of one kind of
plant will suck up out of the ground just what
that kind of plant needs. The roots of some
other kind of plant will absorb just what that
plant needs.
9. The roots of all plants seem to know just
what to take in out of the ground, besides the
water. And if a plant is put into ground that
has not the food it requires, what can the roots
do ? They do not find their proper food, and so
the plant grows sickly or dies.
10. How do roots get so deep into the earth,
and grow all over and around big rocks and
little ? It is in this way : all the time that
the tips of the rootlets are sucking up food
for the plant, they are also growing at the end.
11. As the young roots are very fine, they can
easily pick their way, for they have nothing to
do but lie still, and let more root — a very, very
little at a time — grow out from their ends ; and
of course these little ends will go whichever
way they can.
TmnB Header. 137
LANGUAGE LESSON.
Copy all the name-words that name parts of a plant.
Change each of these statements so that it may tell
of more than one : —
The leaf grows out of the top of the root.
The root absorbs water from the ground.
A tree is a plant. An herb is a plant.
What two words in paragraph 3 mean the same as
little ? What word in paragraph 7 means the same as
sitc^ \up (paragraph 8), and take in (paragraph 9) ?
LESSON XXXIX.
Give Heed to Little Tilings.
hew'ing (hu-) in-erease' liiimched
tim'ber de-stroy' hull
PREPARATORY DECTATIONo
1. When a tree is felled, the timber is sometimes hewed
into masts, sometimes into knees and keels for the body
or hull of a ship. — 2. The great host of locusts destroyed
every green thing. — 3. Roll a snow-ball, and it grows
larger and larger — it increases in size.
1S8 ^HITtD READEtt.
1. Two men were at work one day in a
yard where ships are built. They were hew-
ing a stick of timber to put into a ship. It
was a small stick, and not worth much. As
they cut off the chips, they found a worm, —
a small worm, not more than half an inch
long.
2. "This stick is wormy," said one; "shall we
put it in?"
3. "I do not know," said the other. "Yes,
I think the stick may go in. Of course it will
never be seen."
4. "That may be; but there may be other
worms in it, and these may increase, and de-
stroy the hull."
5. "No, I think not. To be sure, the stick is
not worth much; yet I do not wish to lose it.
But, come, never mind the worm: Ave have seen
but one. Put it in."
6. And so the stick was put in. The ship was
built and launched. She went to sea, and for
ten years she 'did well. But at last she grew
weak and rotten, for her timbers were very
much eaten by worms.
7. However, the captain of the ship thought
he would try to get her home. He had a costly
TuiBB Ueabeh. 1S9
load of silks and teas in the ship, and very
many passengers.
8. On their way home a tornado came on.
The ship for awhile climbed up the high waves,
and then plunged down, creaking and rolling
from side to side. At last she sprang a leak.
9. They had two pumps, and the men worked
at them day and night; but the water came in
faster than they could pump it out. The ship
filled with water, and went down under the
blue waves, with all the people and all the
goods on board.
10. O, what a loss was there of life and of
goods! and all because that little stick of timber
with the worm in it was put in when the ship
was built.
11. How much mischief may be done by a
little worm ! And how much harm a man may
do when he is unfaithful even in the smallest
thing!
— • ■ » —
LANGUAGE LESSON.
Change these statements so that they may tell of
past time : —
I build a ship.
The ship is launched.
140 Third Header.
She goes to sea, and a great storm comes on.
She springs a leak. The men work at the pumps,
but she fills with water.
The ship goes down under the blue waves. * Every
one perishes.
LESSON XL.
Mary and the Robin Redbreast.
de-li^At'ed maid'en
€6m'pa-ny brSak'fast
1. I saw a little maiden throw
A crumb of bread to feed a robin ;
And she was more delierhted — so ; r
Delighted ! — when he, bowing, bobbing,
Flew with the crumb of bread away,
And '' Thank you, Mary ! " seemed to say.
2. And I do think that Mary dear
Was far more happy that, instead
Of eating all her breakfast, thus,
The robin got his crumb of bread ;
And to the robin redbreast she
Said, '' Thank you for your company ! "
Third Reader. 141
LANGUAGE LESSON.
Copy two exclamations.
Write the simple words by leaving off the suf-
fixes : —
bowing bobbing
eating
LESSON XLI.
Abou and his H^
orse.
p5v'er-ty
€5n'stant
€^p'tor§
A'bou
dawn /"' "
bade
de-sert'
sped
e^-haust'ion
PREPARATORY DICTATION.
I. I bade you do it, and you should obey my com-
mand. — 2. Give me neither poverty nor riches. —
3. The nurse was always at hand — she was constant
in her attendance. — 4. Deserted — abandoned to his
fate, the poor soldier died of utter weariness and
exhaustion.
1. The fastest and most beautiful horses in
the world are those of Arabia. The Arab loves
his horse almost as much as he loves his chil-
142 TuiRD Reader.
dren. In fact, liis horse lives among his
children. They, tumble about it, hang on by
its ears and mane, and make a playmate of
the gentle creature.
2. Leave him his horse, and the Arab is happy
even in the midst of poverty. He treats it with
great care and kindness, never using whip or
spur. Horse and man are friends, rather than
master and servant.
3. I must tell you a story about an Arab and
his horse, which shows how fond of each other
they may become.
4. This Arab's name was Abou. One day
when he was riding over the plain some miles
away from , the simple tent which was his
home, he was surrounded by enemies and taken
prisoner.
5. Abou's captors tied him fast on his own
horse, and led him away many miles to a place
where they camped for the night. There they
laid him on the ground, and led off his horse
with their own to another part of the camp.
6. Abou knew that he would be sold as a
slave; and his heart ached to think he should
never again see his home, or his dear wife and
children. But almost as hard to bear was the
Third Reader. 143
thought that he should be separated from his
horse, his constant companion for so many years.
7. Abou knew that no one Avould ever be so
kind to the poor beast as he had been, — that
no stranger would care to feed him every day,
as he had, with camel's milk and with sweet
barley.
8. In the middle of the night, while he was
weeping at this thought, Abou heard the well-
known Avhinny of his favorite. Although tied
hand and foot, Abou managed, by rolling over
and over on the ground, to come where his horse
was.
9. The poor creature knew him, and trembled
with delight. Abou trembled too, but with pain
and weakness and sorrow. He had made up
his mind to set his dear companion free if he
could.
10. Abou knew that he was a hopeless pris-
oner ; but he wanted his horse to escape, and
return to the old home where loving hands
would care for him and tend him.
11. Reaching the camel's-hair cord with which
his horse was tied, Abou gnawed it with his
teeth, till at last he had worn it in two. Then
in a faint voice he bade his pet begone.
144
Third Reader.
Third Reader. 145
12. But the faithful creature would not 2:0.
He sniffed at the cords that bound his master's
limbs, licked Abou's face, whinnied softly, and
then stood still.
13. For the first time in his life he would pay
no attention to Abou's commands. He would
not stir an inch : he could not desert his friend.
14. All this while the noble animal must have
been thinking how he could help his master;
for at last he felt about for Abou's belt, found
it, took it firmly in his teeth, lifted Abou from
the ground, and with this heavy burden sped
softly away over the plain.
15. Miles and miles and miles the loving crea-
ture ran, never stopping to rest; miles and miles,
straight toward their far-off home ; miles and
miles, with Abou in his mouth, — till, just as the
dawn was breaking, he laid his master gently
down at his own tent-door.
16. The lonely wife and the little children,
were they not glad? Yes, they were overjoyed.
But their joy was soon changed to grief.
17. The noble horse staggered a moment, and
then dropped at their feet, dead with exhaus-
tion. He had saved his master, but he had laid
down his own life.
146 Third Header.
HEADS FOR COMPOSITION.
I. Subject of the story.
II. Abou's capture : when and by whom taken
prisoner — what was done with him.
III. His feelings: about those at home — about
his horse.
IV. .What occurred at night: Abou's wish — what
he did.
V. The faithful horse: his first disobedience —
what he did — the race for home — his death.
LESSON XLII
Playing Ninety-Nine,
pen'non rmg'lets win'som^
1. A little old woman before me
Went slowly down the street;
Walking as if aweary ,
Were her feeble, tottering feet.
2. From under her old poke-bonnet
I caught a gleam of snow;, <^ ,
And her waving cap-strmg floated,
Like a pennon, to and fro.
Third Reader.
147
3. In the "folds of her "rusly mantle
'Sudden her Ibotstep caught ;
And I sprang to keep her from falling,
With a touch as ^|uick as mought :
4. When, under the old poke-bonnet,
< 1. 1, saw a winsome face,
Framed in with the flaxen ringlets
Of my wee daughter Grace.
5. Mantle and cap together
Dropped off at my very feet ;
And there stood the little fairy,
Beautiful, blushing, sweet!
148
Third Reader.
6. I thought — But my little daughter
Slipped her dimpled hand in mine :
'' I was only playing," she whispered,
'' That I was ninety-nine."
LESSON XLIII
About Plants.
sealloped
ches^'nut
THE LEAF.
A-mer'i-ean
as-p^r'a-gus
tu'lip
o'val
1. We think of a leaf as somethino: thin and
broad, with edges smoothly rounded, prettily
^scalloped, or else nicely
toothed, and we know
that its color is of a pleas-
ing green.
2. Most plants have
leaves shaped somewhat
like the apple leaf — oval,
or egg shape. Oru some
plants these oval leaves are smooth on """nut'oI^!
the edge ; on others the edges are toothed, like
those of the chestnut oak.
APPLE LEAF.
L«AF OF CHEST.
Third Reader.
149
MORMNG-GLOKT LEAF.
3. The leaves of some plants are coarsely
toothed; on other plants the teeth are very
fine. Many herbs, such as the asters and
golden-rods of our woods, as well as the wild
sunflowers, have leaves with both coarse and
fine teeth, besides many small ones
with smooth edges, all on the same
plant.
4. A leaf may be a very long
oval, or a very short and broad
one ; and some leaves are almost
round. Then, again, there are
leaves of a heart shape ; some morning-glory
plants have such leaves. -_
6. Many plants have scal-
loped leaves : the edges
round in and out. Nearly
all oaks have such leaves.
The live-oak, the willow
oak, and some others, have
smooth oval leaves.
6. Here is a leaf of a very
curious shape, and a pretty
leaf it is. It grows on very large and tall trees,
called tulip-trees ; and these are so named be-
cause they have very large flowers shaped some-
LEAF OF TULIP-TREE.
150 Thibt) Reader.
what like a tulip. These splendid trees grow in
our American forests.
7. The sweet-gum trees have star-shaped leaves,
and our maple-trees also have very handsome
leaves of somewhat the same shape. These are
only a few of the countless kinds of leaves.
8. Leaves are for the most part thin and
broad. Being thin they are light, and a tree
with its many little branches can bear thou-
sands upon thousands of them, and not break
down. Being broad, they touch a good deal of
air ; and that is just what the plant wants them
to do. It wants them to take in from the air
all the food they can.
9. And how do the leaves do this ? By a kind
of breathing. A leaf has a skin on each side,
and the skin on the lower side has a great many
fine holes. There are many thousands of such
fine holes in the skin of a leaf; and through
these holes the air oets inside the leaf.
10. There a part of the air joins the sap or
guice that has come up from the roots, and the
two together make the food of the plant.
11. When the wind blpws, the leaves bend and
flutter about, but they liold fast to the branches
by their tough little stalks ; and, if a few of the
Third Reader. 151
weaker ones do IdIow off, it does not matter
much, for the plant has plenty more left. The
Hrm, found trunk hardly moves; and the strong
round branches ~ bend over, but do not break;
while the roots hold every thing fast.
, 12. There are plants, however, that have very
slender, needle-like leaves. All the many differ-
ent kinds of pines have such leaves, which for
the most part hang from the trees in bunches.
The asparagus plant, the young shoots of which
we eat, has thread-like leaves that come out on
the stem in round clusters.
13. There are many other plants with leaves
not thicker than pins; and some plants have
very short and thick leaves.
LANGUAGE LESSON.
Copy, and supply words to express what kind of
leaves : —
Most plants have leaves.
Some morning-glories have leaves.
Nearly all oaks have leaves.
The sweet-gum tree has leaves.
All pines have leaves.
The asparagus plant has leaves.
152 Third Reader.
LESSON XLIV
Bright Examples.
VOLNEY AND THE SHARK.
^ rescue, an^-ie-ty venture
re€^ord elufched &g'o-ny
eiit'lass he-r5'i€ s^ie'ri-fice (flz)
PREPARATORY DICTATION.
1. The hrave fireman brought the child safe out ol
tlie flames : he rescued it. — 2. The heroic man ventured
where no one else dared go. — 3. Anxiety showed itself
in every face, but the poor mother was more than anx-
ious, — she was in agony.
1. On board a vessel bound for the West
India Islands was a little girl, the daughter of
a rich merchant. One day during the voyage
tliis little girl slipped away from her nurse, and
ran upon deck.
2. While looking down into the water the
rolling of the ship made her dizzy, and she fell
over the side of the vessel into the sea. A sailor
named Martin, who saw the child fall, plunged
in to rescue her, and after swimming a few
strokes caught hold of her dress.
Third Reader. • 153
5. With one hand he swam toward the vessel,
and with the other he held the child close to his
breast. Turning suddenly round, he saw behind
him a larg-e shark. The terrible creature was
coming straight toward him.
4. At his loud cries for help every one ran on
deck, but no one "knfew what to do. The shark
rushed forward to seize his prey. It Avas plain
that, unless help came quickly, poor Martin and
the little girl would be lost.
5. It was a dreadful sight. On the deck was
the merchant, trembling for the safety of his
little girl ; in the water, a brave sailor risking
his life for the child of a stranger. The whole
crew held their breath in anxiety.
6. The sailors were brave men, but they did
not dare venture into the water. Perhaps they
thought it would be useless. But Martin's son,
whose name was Volney, a lad twelve years old,
heard with agony the cries of his dear father.
7. Seizing a cutlass, he threw himself boldly
into the sea. Diving like a fish, he slipped
under the shark, and drove the, cutlass into its
body up to the^hilt. Then the wounded animal
left the track of the father, and turned upon
the boy, who stabbed it again and again.
154 . Third Reader.
, 8. The poor lad had little chance of escape.
Ropes were quickly thrown to father and son,
and each clutched one. Soon they were hauled
several feet above the surface of the water. Al-
ready cries of joy were heard : '' Here they are !
They are saved ! "
9. Alas, the}^ were not all saved ! Martin and
the girl were lifted safely to the deck ; but,
"enraged at seeing his prey about to escape, the
shark made a spring out of the water, seized the
lad, and crushed him in his monstrous jaws.
10. I am sure that in the record of daring
deeds you have read nothing more touching
than this heroic sacrifice of a noble young life.
HEADS FOR COMPOSiTION.
I. Person and scene: the little girl — the ship -
where bound — the accident.
II. The rescuer: his name — what he did first
— Avhat next.
III. The shark : what it did — the terrible danger
— feeling of the sailors.
IV. VoLNEY : who lie was — what he did — combat
with the shark.
V. Saved and lost : rescue of Martin and the lit-
tle girl — fate of ^^olney.
Third Reader. 155
LESSON XLV.
Three Chinese Stories.
pre-tencF tem'pest nerv'ous
du'ti-ful sur-pri§ed' dis-o-be'di-ent
thou'gand stuni'ble bani-boo'
PREPARATORY DICTATION.
1. Jane minded her parents — she was dutiful, but
George was disobedient. — 2. Lucy was fretful — she was
nervous. — 3. It was a hard storm, ahiiost a tempest. —
4. Let us make believe we are ninety-nine, — let us
pretend so.
I.
1. About three thousand years ago there was
a man named Lou-la. When he was seventy
years of age he used to put on bright, many-
colored clothes, and then he would play about
like a child.
2. Sometimes he would carry water into the
hall, and pretend to stumble, and fall flat on
the ground; and then he would cry, and run
up to his parents' side, to please the old people.
Lou-la did these things to make his parents
forget, for a time at least, their own great age.
156 Third Reader.
II.
1. There was once a man named Han. When
he was a bo}^ he was often disobedient, and his
mother used to punish him with a bamboo rod.
2. One day he cried after the beating; and his
mother was greatly surprised, and said, "I have
beaten you many a time, and you have never
cried before: why do you cry to-day?"
3. ''O mother!" he replied, ^'you used to hurt
me when you 'flogged me; but now, dear mother,
I weep because you are not strong enough to
hurt me."
III. f
1. A man named Lee was very dutiful to his
mother. She was a very nervous woman, and
was always greatly frightened in a thunder-
storm.
2. When she died Lee buried his dear mother
in a wood; and whenever the wind arose, and a
tempest came, he ran to the grave, knelt down,
and with tears cried out, "Lee is near you —
don't be afraid, mother!"
Copy the last story.
Third Reader. 157
LESSON XLVI.
A Little Girl's Letter.
dove ilafii'er weath'er
1. Dear Grandma, I will try to write
A very little letter :
If I don't spell the words all right,
Why, next time I'll do better.
2. My little rabbit is alive,
And likes his milk and clover;
He likes to see me very much,
But is afraid of Rover.
3. I've got a dove as white as snow,
I call her '' Polly Feather ; "
She flies and hops about the yard
In every kind of weather.
4. The hens are picking off the grass,
And clucking very loudly;
While our old peacock struts about
And shows his colors proudly.
158 Third Reader.
5. I guess I'll close my letter now :
I've nothing more to tell.
Please answer soon, and come to see
Your loving little
NELL.
LANGUAGE LESSON.
Copy the ''Little Girl's Letter" as prose.
LESSON XLVII.
About Plar
Its.
THE FLOWER. -
-Part I.
6'dor§
efi-dear'
ob'long
vast-
pet'al§
pis'til§
^nob
sta'men
al-tiioi(^//
PREPARATORY DICTATION.
1. Most flowers smell sweet, although some have no
odor. — 2. Those little knobs in a flower that form part
of the stamens are longer than they are broad, — they
are oblong. — 3. The flowers, like the stars, are countless
— a vast multitude.
1. Why do we all like flowers so much? It
is because of their pretty shapes and lovely
Third Reader.
159
colors; while the sweet odors that many of
them cfive out endear them to us still more.
2. What is the shape of flowers? Flowers
have a great many shapes. There are as many
shapes of flowers as there are shapes
of leaves. But then you can almost
always tell a flower from a leaf by its
form alone, even if you do not know
its color.
3. Here is a picture of a leaf and of
a flower. Now you know very well
which is the leaf and which is the
flower, although you
see no color. How is
this? You see that the leaf is
one little blade only, but that the
flower has several little blades
standing round in a ring.
4. A vast number of plants
have flowers like the lily. Some have only
three blades in a ring, some have four, some
flve, some six, some seven, eight, nine, ten, or
many more.
5. These little blades are called petals. Flowers
with fixe petals are very plentiful. In the next
picture you see the petals standing round in
LEAF OF CHESTNUT
OAK.
LILY FLOWER.
160
Third Be a dee.
a ring, and making a kind of round form.
And do you know that there is something round
about almost every flower? If
the little blades do not stand ex-
actly in a ring, they are almost
sure to be fastened to a little
round bag or to a tube somewhat
like a quill.
6. Then, again, there may be no little blades
standing apart from one another, but all may
be joined together, making
the flower hollow like a
cup. You have only to
think of the bell-flower,
which is a deep kind of
cup (or much the shape of
a bell) with notches in the
'rim. To be sure, there are
tADT'S-SLIPPER.
leaves that are quite round too ; but then they
are not hollow or cup-shaped, like a flower.
They are flat.
7. In some flowers there are little thread-like
things, often of a yellow color, standing round
in a ring. In many plants they stand right up
from the bottom of the flower. On the end of
each is a little knob, about as big as a pin-head
Third Reader. 161
or larger; but it is not so round. The little
knobs are mostly narrow and long — or, as we
say, oblong. This thread with the little knob is
called a stamen.
8. If you look into some other flowers, you
will not see these stamens ; but instead, you will
see, standing up right in the center, other little
thread-like things. There may be only one, or
there may be two, three, four, five, or many
more, in one flower. They look somewhat like
the stamens ; but the knobs, if there are any,
are generally rounder, much like a small bead
in shape.
9. These little threads with the round knobs
are called pistils. Some pistils have two, three,
four, or five knobs.
LANGUAGE LESSON.
Change these questions to statements : —
Are the little blades standing round in a ring called
petals ?
Are the little yellow thread-like things with the ob-
long knobs called stamens ?
Are the other little thread-like things with round
knobs called pistils f
162 Third Readeu.
LESSON XLVIII.
About Plants.
THE FLOWER. -Part II.
glacrdcn-ing pump'kin per'fume
porien pip'pin au'tum?^,
PREPARATORY DICTATION.
1. In the fall of the year most flowers are dead, and
we miss their sweet perfume. — 2. But we are delighted
and gladdened by the bright colors of the autumn leaves.
1. It is in the bottom of the pistil that the
young seed grows. While yet the lovely flower
delights the eye with its charms of form and
color, the young seed, so small that it can not
be seen, is beginning to grow inside the flower
at the bottom of the pistil.
2. After the petals of the flower drop off or
wilt, the seed goes on growing until it becomes
ripe, while the bottom of the flower, usuall}^
green and hard, grows around the seed, and
makes the fruit.
3. So w^e have the large yellow bell-shaped
flower of the pumpkin vine. There it is at
Third Reapeb. 163
first, with its pistil of three knobs, gladdening
the daylight with its beautiful color, while ants,
^ees, wasps, and butterflies go in to suck the
sweets; and all the time the young fruit is
growing at the bottom. By and by the flower
withers and drops ofl"; and where the flower was,
the big pumpkin now grows and ripens.
4. But there are other flowers on the pump-
kin-vine. They are large, yellow, bell-shaped,
and beautiful too; but when they drop ofl*, no
fruit comes after them and takes their places.
5. Then what are they for ? Ah ! there is a
question ! Look into those flowers, and you will
see stamens, but no pistils. Such flowers can not
bear fruit. No seed grows in a stamen.
6. '' What are the stamens for ? " you will ask.
There is a very curious thing about stamens
and pistils. In those very knobs of the stamens
there grows a flne dust. That dust, when it is
ripe, works out of the knobs ; and when wasps,
butterflies, or other little creatures go into the
flower, they rub against the knobs, and the dust
sticks to them.
7. Presently they go into another pumpkin-
flower, perhaps one that has a pistil. Of course
they are very likely to rub against that too.
164 TlIIlll) ItEADKH.
Then the fine dust — called pollen — brought
from the stamen in the other flower, rubs off
on one of those knobs of the pistil.
8. Then it is, and not till then, that the un-
seen seed begins to grow in tiie bottom of the
pistil. The pollen had to come from the stamen,
or no seed would have grown in the pistil. So,
you see, stamens have work to do. On their
knobs grows the pollen ; and that pollen must in
some way get to the pistils, or no fruit will come.
9. Very many plants have both pistils and
stamens in the self-same flower. In such flowers
the pistil is in the middle, and the stamens
usually grow around it in a circle.
10. Did you ever see an apple-blossom ? That
has the pistil with the stamens standing round
it. The pollen from the stamens gets on the
pistil, and only then does the little apple begin
to grow.
11. After sweetening the air with their per-
fume for a few days, the little rosy blades or
petals of the blossom drop ofl"; the young apple,
not so big as a bead, grows larger and larger ;
and by the time autumn comes round, there on
the tree hangs a fine pippin. Remember, sta-
mens and pistils made that apple grow.
TniBi) Reader. 165
LANGUAGE LESSON.
Change from questions to statements: —
Is it in the bottom of the pistil that the young seed
grows ?
Does the seed go on growing until it becomes ripe ?
and does the bottom of the flower grow around the
seed, and make the fruit?
Does any seed grow in flowers that have stamens but
no pistils ?
Must pollen come from the stamen before seed will
grow in the pistil ?
Do little insects carry the pollen from the stamen of
one flower to the pistil of another ?
Have many plants both pistils and stamens in the
same flower ? ( Give an example)
Copy these verses : —
Down falls the pleasant rain,
To water thirsty flowers;
Then shines the sun again,
To cheer this earth of ours.
If it were always rain,
The flowers would be drowned;
If it were always sun,
No flowers would be found.
166 Third Reader.
LESSON XLIX.
The Story of Joseph.— Part I.
blame'less pa to jearous
peage'a-bly myiTh (mix) en'vi-ous
reign rent He'bron
re-§ult' file ear'a-van
ba/m o-bei'sange pro-posed'
PREPARATORY DICTATION.
1. The Queen of England is the chief ruler of the
English people, — she reigns over them. — 2. His coat
was in tatters, — all torn and rent. — 3. The children
marched down the schoolroom one by one, the girls in
one file, the boys in another. — 4. You should be glad
of the good fortune of others, not jealous or envious of
it. — 5. When we wish to show great respect we bow
low, — we make obeisance.
1. The story of Joseph is one of the most
touching and tender in the Bible. Indeed, in
all that has ever been written of men who did
noble deeds, there is nothing finer than what we
are told of this beautiful soul, this blameless
Jewish lad and man.
2. Joseph was the dear son of Jacob and
Third Reader. 167
Rachel. Jacob had tAvelve sons, but he loved
Joseph best of all ; and we are told that to show
his pride in the lad the father gave him a ^^ coat
of many colors ; " that is, an outside dress, the
parts of which were made of several different
colored cloths.
3. When his older brothers saw that Joseph
was their father's favorite, they hated him, and
'' could not speak peaceably to him."
4. This feeling grew from day to day, and
was made the more bitter by a dream which
Joseph had at this time, and which he told to
his brothers.
5. '' Behold," he said, '^ we were binding
sheaves in the field, and lo ! my sheaf arose and
stood upright; and behold your sheaves stood
round about, and made obeisance to my sheaf."
6. Joseph told his brothers this dream without
thinking how they might feel about it. But
these jealous men saw in it a dream with a
meaning. '^ Shalt thou indeed reign over us?"
they asked. And they hated him the more for
his dream.
7. We shall soon learn how exactly Joseph's
dream came true. And, strange to say, it came
true as the result of a plot which these wicked
168 TmiiD Reader.
and envious brothers laid to take the life of the
dreamer.
8. Soon after this Joseph's brothers went to
seek new pasturage for their flocks some miles
away from their home, in the vale of Hebron.
One day Jacob sent Joseph to see how his broth-
ers were getting along, and bring him word.
9. When Joseph's brothers saw him coming,
they made up their minds to kill him. '' Be-
hold, this dreamer cometh," they said to one
another: "let us slay^him and cast him into a
pit, and say some evil beast killed him."
10. When this plan was agreed upon it would
seem that one of the brothers — Reuben, the
eldest — was absent. When he returned he
would not hear of their killing Joseph. He
advised that they should throw him into a pit ;
but his real wish was to save Joseph's life, and
take him back secretly to his father.
11. In the mean while Joseph came up to where
his brothers were. They at once seized him,
stripped him of his '' coat of many colors," and
cast him into a deep empty pit. Then the
heartless brothers sat down to eat their meal.
12. Now, while they were eating, a caravan
was seen passing. It was a band of Arabian
Third Header.
169
merchants with their camels laden with spices,
balm, and m3^rrh, and they were on their way
southward into Egypt.
13. It was now that a new and less cruel way
170 Third Reader.
of getting rid of Joseph was proposed by one of
the brothers, named Judali. ''What profit is it,"
asked he, "if we should kill our brother? Let
us sell him to these merchants."
14. This plan satisfied them all : so they drew
Joseph out of the pit, and sold him to the mer-
chants, for twenty pieces of silver. Then they
killed a kid, and in its blood they dipped
Joseph's coat. They then took it to their father,
and said, " This have we found."
15. Well did the poor father know the coat of
his darling boy. " It is my son's coat," cried
he ; " an evil beast hath devoured him : Joseph
is without doubt rent in pieces."
16. Jacob mourned for his dear son many
days. He would not be comforted. " I will
go down into the grave," he sobbed ; '' I will go
down into the grave unto my son, mourning."
17. And that son ? We have seen him sold to
the Arabian merchants : so we must now picture
him as one of the servants in tlie caravan.
18. W^e see the camels in long file stalking
over the desert, — stalking, day by day, under
the hot cloudless sky, till at last the palm-trees
that border the river Nile come into sight.
Joseph is in the land of Egypt.
TniED Header. 171
HEADS FOR COMPOSITION.
I. Subject of the story: parents of Joseph — his
brothers — Jacob's love for Joseph — how shown.
II. The jealous brothers: cause of the jealousy
— how increased — what the brothers said.
III. The plot : vale of Hebron — Joseph's errand
— what the brothers did.
IV. Sold as a slave : the caravan — Judah's pro-
posal — the sale — journey to Egypt.
V. Plot to deceive Jacob : the bloody garment —
what the sons told their father — Jacob's grief
LESSON L.
Story of Joseph. — Part II.
Pha'rao/i Greeks in-ter'pret
pyr'a-mid art yest'iireg
^v-myed' wi§'d6m fam'ine
PREPARATORY DICTATION.
1. Thousands of years ago the people of Greece,
called Greeks, were famous for the wisdom of their
great men, and for the beauty of their statues and
172 Third Header.
other works of art. — 2. Your words have some hidden
meaning: explain it, — interpret it to me. — 3. There
was no food in the land — thousands of people died of
hunger in the great famine. — 4. Eastern princes used
to be dressed, or arrayed, in garments or vestures of fine
linen.
1. Egypt at the time of which we are reading
— four thousand years ago — was the greatest
and richest country in the world. The Egyp-
tians were a very bright people. They had gone
far in learning and art and written w^isdom at a
time when the Greeks were mere savages.
2. Travelers who now visit that land tell us
of the grand and lofty pyramids, — the most
wonderful buildings ever built by man. Those
very pyramids met the eye of Joseph as the
caravan ivound its way into the rich valley of
the Nile!
3. Arrived in Egypt, the Arabian merchants
sold the handsome Jewish youth as a slave. He
was bought by the captain of the royal guard
of Pharaoh, king of Egypt.
4. By his master Potiphar, the captain of the
king's guard, Joseph was very much liked, and
he was soon made overseer of Potiphar's prop-
erty. But after a time he was falsely accused
Third Readeii. 178
of wrong-doing, and was thrown into prison
And there he lay for two years.
5. About the end of the two years it happened
that the king of Egypt had a strange dream.
Piiaraoh dreamed that while he stood on the
banks of the Nile there came up out of the
river seven fat kine, or cattle, and they fed in a
meadow.
6. And there came up after them seven poor,
lean cattle ; and the seven lean kine ate up the
seven fat kine. And when the seven lean had
eaten up the fat kine, it could not be known
that they had eaten them; for they were still as
lean as at the beginning.
7. And Pharaoh dreamed that he saw seven
ears of corn upon one stalk, full and good, and
after them seven ears withered and thin ; and
the thin ears devoured the seven good ears.
8. In those days, when dreams were thought
to be warnings, people were very anxious to find
out their meaning. Of course the king thought
a great deal about his strange dream : so sending
for all the magicians of Egypt, he told them his
dream, and commanded them to interpret it.
But none of them could explain its meaning.
9. At last one of Pharaoh's officers, the chief
174 Thibi) Readeu.
butler, remembered that when he had been in
prison the year before, Joseph gave him a very
true explanation of a dream he himself had
dreamed. So the butler spoke to the king about
Joseph, and Pharaoh sent to the prison for him.
10. The king having told his dream, Joseph
explained it in this way. The seven fat cattle
and the seven full ears of corn meant that there
should be seven 3^ears of plenty. And the seven
lean cattle and the seven thin ears meant seven
years of famine.
11. The seven years of plenty were to be fol-
lowed by the seven years of famine, when they
would eat up all that had grown in the years
of plenty.
12. Joseph advised the king to store up food
during the seven years of plenty for use during
the seven years of famine. He also advised him
to find some able man to attend to this business.
13. This wise advice Pharaoh was wise enough
to take, and he showed no less wisdom in ap-
pointing Joseph to fill the office. " Can we,"
said the king, " find such an one as this man
is?" So the king put the whole business into
Joseph's hands.
14. " And Pharaoh took off his ring from his
Thibd Reabeh. 175
hand, and put it upon Joseph's hand, and
arrayed him in vestures of fine linen, and put a
gold chain about his neck ; and he made him
to ride in the second chariot which he had ; and
they cried before him, ^ Boiu the knee;' and he
made him ruler over all the land of Egypt."
15. The years of plenty came. '' And Joseph
gathered grain as the sand of the sea." Then
the seven years of famine began, and the people
cried out to Pharaoh for bread. The king told
them to go to Joseph. So Joseph opened all the
storehouses, and sold grain to the Egyptians.
HEADS FOR COMPOSITION.
I. Joseph's arPvIval in Egypt: to whom sold —
his promotion — why put in prison.
II. Pharaoh's dream : the fat cattle and the lean
cattle — the good and the thin ears of corn — Pharaoh's
command to the magicians — their failure.
III. Joseph before Pharaoh : the butler's report
— the sending for Josej)!! — the king tells his dream —
Joseph's explanation.
IV. Joseph's advice: to store up corn — to appoint
a superintendent.
V. Pharaoh's conduct: appoints Joseph — heaps
honors on him — years of plenty — years of famine.
176 Third Meader.
LESSON LI.
Story of Joseph. — Part III.
€a'naan f6re-t5ld' €on-tror
Sim'e-on gra'giotis store
has'^en warfare sup-ply'
PREPARATORY DICTATION.
1. The astronomer predicted the eclipse — he fore-
saw and foretold it. — 2. A kind and gracious king
shows mercy and favor to all. — 3. He strove to re-
strain his tears, but could not control his feelings. —
4. The little busy bee gathers a store of honey in the
warm June days, a supply for the time when flowers
are dead.
1. We now come to the most interesting part
of our story. The famine which Joseph had
foretold spread beyond Egypt: there Avas the
same dearth in. all the countries around, and
especially in Joseph's old home, in the land of
Canaan, where his father Jacob and his brothers
still lived.
2. When they were in great want, Jacob heard
that grain could be bought in Egypt: so he told
his sons to go down into that country and buy
Third Readeh. 177
a supply. Ten of Jacob's sons set out for Egypt;
but his youngest, Benjamin, he kept at home.
3. You remember that Joseph was now the
governor of Egypt; and it was to him that all
who wished to buy grain had to go. So the ten
were brought into the presence of Joseph, before
whom they bowed themselves to the earth.
4. Joseph knew his brothers at once, but they
did not know him. And how could they know
him? They had last seen him a Aveeping slave :
they found him, if not on the throne, yet the
right arm of him who sat on the throne of
Egypt.
5. Joseph, as we shall see, had an object in
view which led him not to make himself known
to them. He wished to see his youngest brother,
— the dear Benjamin, the son of his own mother
Rachel.
6. So Joseph spoke roughly to them; pre-
tended that he thought them spies, kept them
in prison for three days, and then let them go
home only on the promise that they would re-
turn, bringing Benjamin with them. To make
sure of this, he caused one of his ten brothers,
Simeon, to be bound, and said he would keep
him till they came back.
178 Third Reader.
7. All this time it was hard for Joseph to keep
back his feelings. He heard his brothers speak-
ing of their father and of Benjamin, and of
himself, — how cruel they had been to him in
selling him into slavery, and how this punish-
ment had come to them on that account.
8. They did not think that the governor
understood what they were saying, for he spoke
to them through an interpreter. But of course
Joseph understood it all; and it is said that "he
turned himself about, from them, and wept."
9. Joseph now ordered that the sacks which
the brothers had brought should be filled with
grain; and having laden their animals they set
out on their homeward journey.
10. A hard task was now before the brothers:
they had to tell their father that the governor
of Egypt had ordered them to come back, bring-
ing Benjamin with them, and that Simeon was
to be kept in prison till they returned.
11. This came near breaking the old father's
heart. Joseph dead! Simeon a prisoner in Egypt!
And now Benjamin was to be taken away! He
felt that he could not let him 2fO. ,
12. But the famine still lasted: soon the store
of food which the brothers had brought from
Third Reader. 179
Egypt was gone. They must either starve or go
back for more. So Jacob had to let them 2:0,
and take with them "the child of his old ao-e,
the little one."
13. Again they stood before Joseph, and bowed
themselves to the earth. He questioned them
about their welfare, and asked, ''Is your father
well, the old man of whom you spoke? Is he
alive 3'et?" They answ^ered that he was alive,
and again made obeisance.
14. Joseph then lifted up his eyes and saw
Benjamin, his mother's son, and said, "And this
is your younger brother of whom you spoke to
me? God be gracious to thee, my son."
15. It was still harder now for Joseph to keep
back his feelings than it had been before. He
had to hasten away into his own chamber and
weep there.
16. When at last he had control of himself he
returned to his brothers ; and, having in the
mean time ordered a feast to be prepared, he
caused them to sit down and eat. He served his
brothers with food. " And Benjamin's portion
was five times as great as any of theirs."
17. At dawn the next morning the ten brothers
set out, their beasts of burden laden with sacks
180 Third ReadeU.
of food ; but they had not gone far before they
were overtaken by Joseph's steward.
HEADS FOR COMPOSITION.
I. Famine in Canaan: what Jacob heard — what
he told his sons — ten start — Benjamin kept at home.
II. The brothers before Joseph : his recognition
of them — their ignorance of him — why he did not
make himself known.
III. Joseph's conduct: imprisonment of the broth-
ers — on what promise they were set free.
IV. Return of the brothers: their hard task —
Jacob's feelings — why he gave up Benjamin.
V. The brothers again in Egypt: questions of
Joseph — feelings on seeing Benjamin — the brothers
set out, but are overtaken.
LESSON LII.
Story of Joseph. — Part IV.
se'eth charged bond'men
at-tend'ants pre-§erve' shep'Aerd
em-ba/med' fer'tik gi^ide
PREPARATORY DICTATION.
1 All Pharaoh's servants were slaves — his attendants
were all bondmen. — 2. The ancient Egyptians dried and
Third Reader. 181
embalmed the bodies of their dead to preserve them from
decay. — 3. The accused man, imiocent though he was,
was greatly distressed at so grievous a charge. — 4. When
the overflow of the Nile is great, the muddy waters
spread rich soil over the land far and wide. This long
green stripe across the desert is Y^ry fertile.
1. When Joseph's steward overtook the broth-
ers he charged them with stealing his master's
silver cup.
2. The brothers declared that this could not
be ; and to prove they had not stolen the cup,
they proposed that if it was found in the sack
of any one of them, that one should die, and all
the rest would give themselves to be bondmen.
3. Then each man took down his sack and
opened it. The steward commenced the search,
beginning with the sack of the eldest brother,
and so down to that of the youngest. When
last of all he came to search Benjamin's sack,
there he found the silver cup.
4. Now, you must know that Joseph had him-
self told the steward to put the silver cup in
Benjamin's sack before the brothers left. He
also ordered him to overtake the men, and, by
charging them with theft, bring them back to
him. And why ? Because he wished very much
182 Third Reader.
to have an excuse for keeping Benjamin with
him.
5. When the brothers were brought before
Joseph he pretended to be very angry. Judah,
one of the brothers, then spoke up and said that
they were innocent, but they did not know how
they could prove it; and, as the cup had been
found in the sack of one of them, they would
all become his servants.
6. ^'No," said Joseph, " the man in whose sack
the cup was found shall be my servant. As for
the rest of you, go back in peace to your father."
7. Then Judah began to tell in beautiful, ten-
der words how their father loved Benjamin ; how
hard it had been for him to part with his darling
son; and how they could not go back without
him : — \ ^\,
8. '^Npw tnerefore, when I come to my father,
.and the lad be not with us, seeing that his life is
bound up in the lad's life, it shall come to pass,
when he seeth that the lad is not with us, that
he Avill die; and thy servants shall bring down
the gray hairs of our father with sorrow to the
grave. Now therefore, I pray thee, let thy ser-
vant abide, instead of the lad, a bondman to my
lord; and let the lad go pp with his brethren."
Third Reader.
183
9. Joseph could no longer restrain himself,
and he cried out to the attendants that stood
around to leave his presence. He was alone
with his brothers.
184 Third Header.
10. Then Joseph wept aloud, so that all the
officers of the royal household heard him. And
he said, " I am Joseph. Does my father yet
live ? " But his brothers were struck with terror
in the presence of him who was ''even as Pha-
raoh," and they could not answer him.
11. Then he said, '' Come near to me : I am
Joseph your brother, whom you sold into Egypt.
But do not be grieved or angry with yourselves
that you sold me, for God sent me before you
to preserve life. And behold 3^our eyes see, and
the eyes of my brother Benjamin, that it is my
mouth that speaketh to you."
12. And he fell upon his brother Benjamin's
neck and wept, and Benjamin w^ept on his neck.
And Joseph kissed all his brethren and wept
upon them. Then the brothers — twelve now —
talked together for a long time.
13. Joseph had now only one thought, — to get
word at once to his father. So he told his
brothers to hasten home, tell his father about
him, and bring Jacob and the Avhole family
down into Egypt. So Joseph gave them wagons
and changes of clothing, and great plenty of
provisions, and many loads of the good things
of Egypt,
Third Reader. 185
14. They are now back home in the land of
Canaan. And what tidings they have for their
father! "Joseph is yet alive," they told him;
'^ Joseph is yet alive, and he is governor over all
the land of Egypt!"
15. Jacob could not believe what they said:
it was too good to be true. But when he saw
the wagons which Joseph had sent to bring him
back, he took heart again.
^'It is enough," said the old man; ''Joseph my
son is yet alive. I will go and see him before I
die."
16. At length Jacob and his family were read}^
and started on their journey for Egypt. On
learning from a messenger that they were near
at hand, Joseph made ready his chariot and went
out to meet his father. When they met, Joseph,
we are told, '' fell on his father's neck and wept
a good while."
17. And Jacob said, ''Now let me die since I
have seen thy face, because thou art yet alive."
18. Joseph settled his brothers and their fam-
ilies in a fertile part of Egypt called Goshen,
where they lived as shfepherds. Jacob's life was
spared for seventeen years longer, to the great
Joy of his son,
186 Third Reader.
19. As for Joseph, he held his liigh office
during all his long life. He was the true king ;
for he was the king's wise guide, and made the
people happy. He lived to be over a hundred
years old ; and when he died all Egypt mourned,
and they embalmed him after the manner of the
Egyptians.
— « ■ »
HEADS FOR COMPOSITION.
I. The charge of theft : the silver cup — denial
of the brothers — the search — the cup found.
II. The secret of the cup: Joseph's instructions
to the steward — his reason.
III. The brothers before Joseph: his pretended
anger — what Judah said — Joseph's refusal — Benja-
min to be held.
IV. Judah's beautiful plea : he offers to remain
himself, if Benjamin is given up.
V. Joseph makes himself known: "I am Joseph!"
— terror of the brothers — he assures them — an affect-
ing scene.
VI. Return home of the brothers : their tidings
— feelings of Jacob.
VII. Removal to Egypt: meeting of Joseph and
his father — the family settle in Goshen — death of
Jacob — death of Joseph.
Third Be a be r. 187
LESSON LIII.
About Plants.
THE FRUIT.
,dou6t tii'ber re-mem'ber
^e^§ ma'ple un'der-ground
a'€orn purs'lane rip'<3n-ing
PREPARATORY DICTATION.
1. I am sure of it, — I have no doubt of it. — 2. Some
things I forget, others I remember. — 3. Do not eat the
hard, green fruit ; wait till the warm sun ripens it.
1. If you cut open an apple, what will you
find inside? The seeds. These seeds began to
grow in the bottom of the pistils of the flower.
The pink petals, and the little threads of sta-
mens, dropped off; and after that, the young
seeds went on growing, and around them grew
the green and hard part of the flower.
2. While the young seeds and the lower part
of the flower were growing, the big round apple
and the seeds inside of it were ripening. Now,
of what use was all that part of the apple
188 Third Reader.
around the seed? You will say, "0, it grew
there for us to eat."
3. Yes, so it did ; but that is not all. All the
time the apple was getting ripe it was a kind of
house for the seeds. It kept them safe from the
weather, and no doubt kept off many a bug and
fly. So at last the tender little seeds were ripe,
and had a good tough skin of their own.
4. This house for the seeds we call the fruit.
No matter whether you can eat that fruit or
not, it is still the fruit of the plant. Thousands
of plants bear fruits that nobody ever eats.
5. We must not make a mistake, and call those
things fruits Avhich are not fruits. Common po-
tatoes are not fruits : they are large swellings,
called tubers, which grow on the under-ground
stems of the potato-plant. When you cut open
a potato, you find no seeds. But the potato-
plant has seeds. It has flowers, fruit, and seed,
all above ground.
6. But the potato-plant is usually dug up be-
fore the fruit and seed can ripen. It is only
those large round lumps which we call potatoes
that the gardener cares about ; and they are the
only things about the potato-plant that we eat.
7. It is different with tomato-plants. They
Third ReadeH. 189
have no l^uBers on their roots, but they bear
those beautiful fruits which we call tomatoes.
When you break open a tomato, what do you see?
A host of seeds. That shows you it is a fruit.
8. Now, a potato-plant and a tomato-plant look
very much alike. They are like sisters in the
same family. But of the tomato-plant we eat
the fruit; and of the potato-plant we eat, not
the fruit, but a swelling or tuber that grows
under ground.
9. The sweet potato is not a fruit. It is a
large tuber or swelling on the root of the sweet-
potato plant; and this plant has flowers and
fruit much like those of its sister, the morning-
glory plant. This sister, the morning-glory plant,
has no tubers or swellings on its roots; but it
has lovely flowers.
10. Remember, then, it is not always the fruit
of a plant which we eat; but the fruit of a plant
is that which holds the seed. A bean-jDod is the
fruit of a bean-plant; and when the pod gets
ripe and dry it splits open, and there, inside, are
the ripe seeds, the beans, ready to drop out.
Just so it is with peas. The peas are the seeds
of the pea-plant, and the pea-pod is the fruit.
11. Fruits have many shapes; but almost every
190
Third Reader.
fruit has something round about it. You can
think of apples, cherries, and plums ; peaches,
oranges, and lemons ; grapes, melons, and cur-
rants. All the nuts and all the berries, too,
have something round about them.
12. But then there are many
fruits not so round as these.
Maple trees have fruits shaped
like this. They are called keys.
The two seeds are close together
and near the stalk; and out from
each thick round part where the
seed is there goes a thin blade or wing.
After the fruit is ripe it comes off the
tree, and away goes the key sailing
through the air.
13. An acorn is a fruit with a cup.
Some plants have fruit like a little
box. The lid opens when it is ripe,
and the seeds drop out. The common
purslane, a salad-plant which grows in
almost every garden, has such a fruit.
In this picture you see the seeds piled
up inside, and the lid about to fall off.
To leaves and flowers there are many shapes;
and fruits have many shapes also.
Third Header. 191
LESSON LIV
Bright Examples.
HOW CHARLEY WRIGHT SAVED THREE LIVES.
Hu-mane' /i5n'or (-ur) i-de'a
hu'man '' de-spair^''!^^'' strilet'ure
t^retch'ed des'per-ate fn'mates
7/;rench eo^r'age (-ej) tel'e-gntph
PREPARATORY DICTATION.
1. Webster was a kind-hearted, humane man. — 2. All
men are human beings, but not all are humane. — 3. He
grew more and more unhappy, till at last he became
luretched. — 4. He lost hope, — despair seized him, — he
acted like one desperate. — 5. It was a beautiful build-
ing, — a splendid structure.
1. About ten o'clock in the morning of the
last day of January, 1882, a fire Broke out in
a building at the corner of Park Row and Beek-
man Street, in the city of New York.
2. At the time of the fire the ground-floor of
this building was taken up by stores, and the
upper Stories were divided into many offices.
3. In this great structure there was but one
stairway, and that one was built of wood. In-
192 Third Header.
deed, a great part of this old building was
wooden, and so very dry that when, on this cold
and stormy Tuesday of January, fire suddenly
seized it, numbers of the inmates were cut off
from escape, and perished in the flames.
4. Yes, many lives were lost on that terrible
day ; but three lives were saved, — saved by the
quick wit and prompt courage of a mere lad ;
and it is of this lad, and what he did, that I
wish to tell you.
5. When, in spite of all that the firemen could
do, the building was wrapped in flames and
smoke, till it seemed as if no human being could
still remain in it, high up at a corner window
on the upper story three unfortunate men Avere
seen stretching forth their hands.
6. To leap down on the cruel pavement far
below would be instant death. Go back they
could not. Already the smoke and heat and
fire Avere close upon them. Despair was in
their faces. What could be done?
7. The firemen quickly brought ladders, but
these were too short. The very longest of them
would not reach half the distance. At last it
seemed as if nothing could be done, — as if
these wretched men must surely perish.
Third Header. 193
8. But in the great crowd that stood gazing in
dread and pity on the sight was a colored boy
named Charley Wright, a bootblack. To this
lad came a bright idea : he acted on it ; he saved
these three men from a dreadful death.
9. Looking up, as all the rest were looking,
Charley Wright saw something that set him
thinking. He saw that, fastened to the roof of
the building, just above the window where these
men w^ere, was a rope of wires. He saw that
this rope ran across the street to the top of a
telegraph-pole on the other side.
10. And he knew that if this rope could be
cut at the top of the pole, it would fall right
across the window, so that the three men could
reach it. This was the bright idea that came
into Charley's mind.
11. No time was to be lost. In an instant he
seized a fireman's wrench that lay on the stones
near by, rushed across the street, and began to
climb the tall, smooth telegraph-pole.
12. To do this was no easy task in the wind
and the snow, but by hard, fast, desperate climb-
ing Charley soon reached the cross-bars?^' And
hard and fast he worked when he got there.
13. In a moment he had twisted the wire-rope
194
Third Header.
m
off. Down it fell, right across the window ! A
great shout of joy went up from the crowd, as.
Third Reader. 195
one after another, the three men came down
this strange fire-escape safe to the ground.
[ i 14. For the moment the brave bov who had
rescued them was forgotten. But only for the
moment. It was not long before every one had
heard of Charley Wriglit, and his quick wit and
prompt act in the hour of need.
15. To this brave lad the American Humane
Society voted a medal. Even across the sea
people heard of him and praised him. From
far-distant England came a gold medal, sent
by the London Humane Society, on which
were stamped the words : " Presented to Charles
Wright, for saving three lives, Jan. 31, 1882."
All honor to brave Charley Wright !
HEADS FOR COMPOSITION.
I. Place and time of the fire: New York City
— January, 1882 — description of the building.
II. The fire : why lives were lost — how many
were saved by the boy ?
III. A DREADFUL SCENE : the men at the window
— no escape — conduct of the firemen.
IV. Charley's bright idea: what he saw — wire
— telegraph-pole — the climb — the ef5cape.
v. The reward : the American Humane Society
— the medal from London.
196 Third Reader.
LESSON
LV
A Wish.
.^o^..t---'
grant
spare
fri^At'ened
fn5ss^y
pra?/er
ear'nest
PREPARATORY DICTATION.
1. Give me what I ask — grant my wish. — 2. Eager
to hear news of his father and of Benjamin, Joseph
asked many earnest questions.
1. ''Be my fairy, mother ;
Grant me a wish to-day, —
Something as well in the sunshine
As when the rain drops play."
2. '' And if I were a fairy,
With but one wish to spare,
What should I give thee, darling.
To quiet thine earnest prayer ? "
3. '' I'd like a little brook, mother,
All for my very own.
To laugh all day among the trees,
And shine on the mossy stone ;
TiiiiiD Reader. 197
4. To run right under the window,
And sing me fast asleep ;
With soft steps, and a tender sound.
Over the grass to creep.
5. Make it run down the hill, mother,
With leap like a tinkling bell,
So fast I can never catch the leaf
That into its fountain fell.
6. Make it as wild as a frightened bird,
As crazy as a bee,
With a noise like baby's funny laugh,
That's the brook for me ! "
LANGUAGE LESSON.
Copy, and su'p2')ly words to make commands
Mother, me a wish to-day.
Mother, .... it run down the hill.
Copy, and then change into statements - —
Would I like a little brook ?
Is that the brook for me ?
Tell which are name-words and which quality-words
fairy ; darling ; earnest ; little ; mossy ; stone ; brook.
198
Third Reader.
LESSON LVI
Gentle Manners.
' ■ ' " ID ^ ■
neea4ess-ly
:l.
ope (open)
worst (wurst) thou^/it'less-ly
a'ged
9iv'il
virt'ue
in-qui§'i-tive
at-tent'ive
ch^r'i-ty
PREPARATORY DICTATION.
re-fined'
vtirgar
€om-mit'
faults
re-quSsts'
1. Paul Pry was an inquisitive fellow. — 2. Listen,
children ; be attentive. — 3. He granted the poor man's
request. It was an act of charity. — 4. Do not be guilty
of such an act — do not commit such a sin.
1. What do we think of when we hear the
word gentleman f We think of a man of gentle
manners, a well-bred, refined man. And we
know that a lady is a gentle, refined woman.
2. A good way to learn gentle manners is to
watcli what well-bred people say and do ; but a
better way, yes, the very best way, is this : to try
to be kind and unselfish. If your heart is right,
it is sure to tell you what to say and do at all
times.
Third Reader. 199
v-J c
3. I know that your heart will tell you to
think of the pleasure of other people as well as
your own. It will tell you never needlessly to
hurt the feelings of any one. Your heart will
remind you of the Golden Rule, " Whatsoever
ye would that men should do to you, do ye even
so to them."
4. Quiet manners are everywhere a mark of
good-breeding — at home, in the street, at school. ,
It is ill-bred to walk heavily, to slam doors, to
speak too loud, or too fast, or too much.
5. Do not talk about dress — either your own
or that of others. Perhaps you may see some
boy or girl poorly dressed. What of it ? Cotton
may be as clean as silk. Are your own clothes
'neat and tidy ? That is the thing for you to
think of. Do not talk about dress.
6. When any one is writing or reading, do not
stand behind him or look over his shoulder.
Even if you do it thoughtlessly, you will seem
rude and inquisitive. Nothing is more vulgar
than to pry into the affairs of others.
7. Never speak when another is speaking. To
do so is to commit one of the commonest and
very worst faults of manner. If you, have this
bad habit, strive earnestly to shake it off.
200 Third Header.
8. Never soil your tongue with slang or with
any evil words. If you hear them, try to forget
them. If you can not forget them, at least never
let them cross your lips.
9. Boys, I am sure that each of you loves his
mother and sisters, and I do not need to tell you
to be kind for their sakes to all women.
10. And let all of you, boys and girls alike,
be very kind to the weak and helpless, to aged
people, and to little children. You are not men
and women yet : you may not yet be able to do
great deeds of charity as you would like to do.
But I will tell you what you can do. Every one
of you can do little acts of kindness, and these
make up the best part of life.
11. If you are forced to refuse a favor, do so in
gentle tones, and give your reasons whenever you
can. There is no nature so harsh and rough,
no temper so hot and hasty, that gentle words
will not soften it.
12. Try the virtue of such words. Meet an
angry speech with a gentle one, and you will
see that '^ a soft answer turneth away wrath."
13. Be civil and attentive to strangers ; be
kind to your playmates ; and above all be polite
to your parents and brothers and sisters.
Third Reader.
201
14. The very best place in which to learn good
manners is home^ — and that is the best place to
practice them too.
15. •' Please " is a very little word, but it makes
a good many requests sound pleasant that with-
out it would sound harsh. So with '^ Thank
you." All of you know when to say it.
LANGUAGE LESSON.
Copy, and commit to memory, this verse : —
Hearts, like doors, can ope with ease
To very, very little keys;
And don't forget that two are these :
" I thank you, sir," and " If you please."
Rule paper like the model, and write the word-
analvsis : —
WORD.
ANALYSIS.
MEANING.
doubtless
doubt + less
without doubt.
thoughtless
doubtful
doubt + ful
full of doubt.
mirthful
happiness
happy + ness
quality of being happy.
kindness
202 Third Reader.
LESSON LVII.
The Mill, the Rill, and the Bee. .
doth (does) h^ark'm non'ey
1. Tell me what the mill doth say,
'' Glitter, clatter," night and day ;
When we sleep and when we wake,
'' Glitter, clatter," it doth make ;
Never idle, never still,
What a worker is the mill !
2. Hearken what the rill doth say,
As it journeys every day ;
Sweet as sky-lark on the wing,
'' Ripple, dipple," it doth sing ;
Never idle, never still, i i
What a worker is the rill!
3. Listen to the honey-bee.
As it dances merrilv
t/ ■ ' _
T?o the little fairy's drum; '^.Jn^vL
Humming, drumming, drumming, drum.
Never idle, never still,
Humming, drumming, hum it will.
Third Reader. 203
4. Like the mill, the rill, the bee,
I would never idle be ;
If I work then with a will,
It will be but playing still.
Ever merry, never weary,
It will be but playing still.
LANGUAGE LESSON.
Copy, and supply toords to express commands : —
.... me what the mill doth say.
what the rill doth say.
.... to the honey-bee.
Copy an exclamation in the first verse.
Copy, and supply the right quality-words : —
The mill is never , never
The rill is as a skylark on the wing.
The honey-bee dances to the fairy's drum.
I would never be
In the second verse, what word means the same as
hear f the same as flows f
In the third verse, what word means the same as
hear f
In the fourth verse, what word means the same as
joyfidf tired ^
204 Third Reader.
LESSON LVIII.
About Plants.
THE SEED.
sprout
snug fa'vor-a-ble
elothe
silk'en wa'ter-mel-on
PREPARATORY DICTATION.
1. The little bird is safe in its snug, warm nest. —
2. After the rain came the sunshine, and plants grew,
for the weather was favorable. — 3. Plant a potato, and
from each of its eyes a little root will sprout
1. A young seed is like a little child, and the
plant on which it grows is its mother. The
plant takes care of the little seed. It feeds it,
and gives it a little house to grow in. That
house is the fruit.
2. The young seed, and its house the fruit,
can not feed themselves. That is done by the
mother-plant, which by its roots takes food from
the ground, and by its leaves takes other food
from the air.
3. When the seed gets into good ground, and
the weather is favorable, a tiny plant will grow
Third Readeu. 205
out of it. Tt will take root in the earth, send
up stem and branches, and 'clbtHe' itself with
beautiful leaves. Thus the little seed becomes
in its turn a fine, handsome plant.
4. It grows larger and stronger, and at last is
ready to put forth flowers. Then if all its
flowers have stamens^only, and no pistils, it can
bear no fruit. But if any of its flow^ers have
pistils, it can bear fruit. The seeds w411 come
where the pistils were, and with the seeds wdll
come the fruit.
5. And so it goes on. One plant Avill grow
up, have flowers, fruit, and seed. From that
seed a like plant wnll grow. From the seed of
an apple w^ill grow an apple-tree. From an
orange-seed will grow an orange-tree. The seed
of a rose will grow to be a rose-bush. A grain
of wheat will grow up to be a fine large grass.
That grass is the noble wheat-plant.
6. And so with all plants. Each plant has its
own kind of seeds ; and these seeds will grow to
be plants like itself.
7. Seeds, as well as flowers, are of many shapes;
but, like flower and fruit, there is something
round about almost every kind of seed.
8. Very many seeds are round like the pea.
206 Third Reader.
A great many grasses and other plants have
very small round seeds, some not larger than
grains of sand.
9. Then there are oval seeds, like beans; and
thin, flat seeds, such as you find in a water-
melon or pumpkin. Some seeds have silken
plumes, and, when they leave the fruit, go sail-
ing far away through the air.
10. No matter how small or how large a seed
may be, or wdiat its shape, inside of its snug
covering lies a little plant asleep. It may be
ever so small, but it is there.
11. When it falls in good ground, and water
and heat and light come to it, the seed will
sprout; and this sprout is the little plant that
was asleep inside of it, now growing out into
root, stem, branch, and leaf.
LANGUAGE LESSON.
Change these questions to statements : —
Is a young seed like a little child ?
Is the plant on which it grows its mother?
Is the fruit the little house in which the seed grows?
Will the young plant grow out of the seed when it
is put into good ground ?
Third Reader. 207
Will it take root in the earth? Will it send up
stem and branches into the air? Will it clothe itself
with beautiful flowers?
AVill seeds come where the pistils were ?
Will the fruit come with the seeds?
LESSON LIX
Skimmed Milk.
sSlfish-ness spir'it in'ward whis'per
has'^ened strug^gie grasped tempt'ing
PREPARATORY DICTATION.
1. The lad took a firm hold of the pole — he grasped
it tightly. — 2. The feeling of duty and the spirit of
selfishness are often at war in our hearts; they make
a constant inward struggle. — 3. It was an inviting — a
tempting dish.
1. Mrs. Do-Good once dreamed that a poor
man came to her door and begged a drink of
milk. Always ready to do a kind act, she has-
tened to the cellar to get it for him.
2. She was just about to skim the milk before
taking it to the poor man, when a voice seemed
to whisper in her ear, ''Give him cream and all."
3. For a moment there was an inward strug-
208 Third Reader.
fy\
gle. " Skimmed milk is good enough for a
tramp," said selfishness; but the spirit of kind-
ness was the stronger, and soon the great bowl
covered with golden cream was carried to the
thirsty beggar.
4. If the good woman desired any reward for
her good action, she had it at once in the poor
man's grateful look as his brown hands grasped
the tempting bowl ; and it was with real regret
that she waked to find that all this was only a
dream.
5. Only a dream ; but a dream that has a les-
son for us all. How many of our best deeds are
spoiled by having the cream taken ofi? The
most princely gift, if given with an unloving
heart, is nothing but skimmed milk. And the
same is true of all good deeds done only from
the love of praise.
6. The lady who loads the little beggar at the
door with the richest dainties of her table, but
gives no loving smile or gentle word, gives, after
all, but skimmed milk to the huno-rv child.
Love is the golden cream of all good deeds.
LANGUAGE LESSON.
Copy, supply the missing words, and tell whether
Third Reader. 209
the word is a name-word, action-word, or quaUty-
word : —
The poor man ... a drink of milk.
Mrs. Do-Good was going to skim the ....
The great bowl was covered with . . . cream.
She ... it to the . . . beggar.
The poor . . . gave her a . . . look.
Good . . . are spoiled by having the . . . taken off.
A gift given with an ... heart is only . . . milk.
LESSON LX.
Littl
le Words of Kindness.
mo'tion
sin-gere'
owned
erushed
birth
wear
1. A little word in kindness spoken,
A motion or a tear,
Has often healed the heart that's broken,
And made a friend sincere.
2, A word, a look, has crushed to earth
Full many a budding flower,
Which, had a smile but owned its birth,
Would bless life's darkest hour.
210 TniuD Header.
3. Then think it not an idle thing
A pleasant word to speak :
The face you wear, the thoughts you bring,
A heart may heal or break.
LANGUAGE LESSON.
Copy the poem, and commit it to memory. Arrange
in the prose order : —
1 made a friend sincere.
I wish a pleasant word to speak.
The face you wear a heart may heal or break.
LESSON LXI.
Bright Examples.
THE
SLAVE AND THE LION. -
Part I.
An'dro-elus
a-wak'ened
refuge
€!ar'thage
im-me'di-ate-ly
€av'ern
a-re'na
grilt'i-tiide
sen'tenced
PREPARATORY DICTATION.
1. The grateful man grasped the tempting bowl;
gratitude was in his look. — 2. Crusoe sought shelter
and refrige in a deep cave, — n cavern. — 3. The con-
demned man was sentenced to serve ten years in prison.
Third READEn. 211
1. A pleasing story used to be told to the chil-
dren of Rome, about a man named Androclus
and his wonderful doings with a lion.
2. The story is stranger than most of those
that are made up ; but it seems to be quite true,
— which is the best part of it.
3. Androclus was a slave at Carthage, a city
in the northern part of Africa. He was treated
so badly by his master that one day he ran
away, and took refuge in a cavern in the desert
some miles from the city. ■
4. Tired out Avith his long journey, he my
down, and fell fast asleep ; but he was suddenl}^
awakened by the roar of a wild beast.
5. Running to the mouth of the cavern, An-
droclus was met by a great lion, which stood
right in his way. Of course he expected noth-
ing else than to be at once torn to pieces; but
to his great surprise the lion came gently to-
wards him, making a low, moaning sound as
though he were begging help. The man no-
ticed also that the lion limped with one of his
legs.
6. Going up to the lion, Androclus saw at
once what was the matter. In the ball of one
of the lion's paws was a great thorn.
212
Third Beader.
7. Androclus took the paw in his hand, the
lion keeping quite still, drew out the thorn, and
washed the wound. At once the animal was
free from pain.
8. Now comes the first strange part of our
story. Tlie lion began immediately to show his
gratitude by every means in his power. He
played around Androclus, and licked his hand ;
then went out, and brought back food which
he shared with his friend.
Third Be a dee. 213
9. In this savage friencTsnip man and lion
lived for several months. But one day when
the slave had gone off into the woods he was
caught by a band of men sent out to search
for him, and was carried back to his master.
10. He was tried as a runaway slave, and sen-
tenced to be torn in pieces by wild beasts in the
public arena, or great circus, at Rome. In those
days runaway slaves were often punished in this
way, and thousands of people used to go to see
the cruel sight.
LESSON LXII.
Bright Examples.
THE SLAVE AND THE LION. -Part II.
as-t5n'ish-ment
si^n
€5m'rade§
ad-vent'ure§
stare
re-p5rt'
spee'ta-cle
vie'tim
gapping
PREPARATORY DICTATION.
1. I wondered at the sight, — I was astonished and
amazed at the spectacle. — 2. Everybody said so, — it was
the common report. — 3. The sleepy child yawned and
gaped.
214 Third Reader.
1. It is the day for the death of Androclus.
The great cjrcus is crowded with men and
women, drawn there by the report that a fierce
and hungry lion is, to be let loose.
2. In the arena, pale and trembling, stands
Androclus, hardly daring to look up, for not a
face shows sign of pity.
3. Suddenly, with a frightful roar, a huge lion
leaps into the arena, and darts forward upon his
victim with fierce look and gaping jaws.
4. But what is this that makes ten thousand
eyes stare in wonder? The wild beast, instead of
springing upon the man, stops short, as though
he knew him. He licks the poor slave's hands,
crouches at his feet, and fawns upon him.
5. What could it all mean? The people were
speechless with astonishment. But I knoAV you
will guess at once what the people very soon
learned.
6. When the governor called on the slave to
explain how it was that a savage beast had sud-
denly become as gentle as a lamb, Androclus
told the story of his adventures, and ended by
saying that the creature standing at his side was
the very lion out of whose paw he had pulled
the thorn.
Third Reader. 215
7. When the crowd heard the story, they were
so much pleased at the gratitude of the lion that
they shouted with one voice, ''Let the man live!
Let him live!"
8. The governor at once pardoned the slave
and set him free, at the same time presenting
him with the lion.
9. And for many a day afterwards there might
have been seen the curious spectacle of these
two strange comrades — man and lion — walk-
ing, side by side, in the streets of Rome.
HEADS FOR COMPOSITION.
I. Androclus: who he was — bad treatment — runs
away — his place of refuge.
II. The lion : Androclus sleeps — is awakened —
what he expected — his surprise.
III. Man and lion: what Androclus sees — what
he does — what the lion does — the strange friendship
between them.
IV. Capture of Androclus: the band of men —
trial and sentence.
V. Scene in the Circus : appearance of Androclus
— coming of the lion — what the beast did — feeling
of the people.
VI. The explanation: what Androclus said — what
the people said — the pardon.
216 Third Header.
LESSON LXIII.
A Child's First Grief.
grief given tiiou'lt
brief heaven glade
PREPARATORY DICTATION.
1. The swimmer struggled uselessly; all was in vain;
he was drowned. — 2. ThoiClt is a short form of thou v/ilt,
meaning " you will " ; a form used in the Bible and in
poetry. — 3. A year is long, a day is brief. — 4. In the
wood was an opening without trees, — a pretty glade.
1. O, call my brother back to me!
I can not play alone:
The summer comes with flower and bee —
Where is my brother gone?
The flowers run wild, the flowers we sowed'
Around our garden tree ;
Our vine is drooping with its load —
O, call him back to me!
2. He would not hear thy voice, fair child;
He may not come to thee:
The face that once like summer smiled
On earth no more thou'lt see.
TiiiTtD Reader. 217
A rose's brief bright life of joy,
Such unto him was given;
So thou must play alone, my boy:
Thy brother is in heaven.
3. And has he left his birds and flowers?
And must I call in vain?
And through the long, long summer hours
Will he not come again?
And by the brook and in the glade
Are all our wanderings o'er?
0, while my brother with me played.
Would I had loved him more!
LANGUAGE LESSON.
Copy an exclamation in the first verse.
Copy a question in the third verse.
Change these questions into statements : —
Would he not hear thy voice, fair child ?
Is thy brother in heaven ?
Change these statements into questions : —
I must call in vain.
Our wanderings are all o'er.
218 Third Reader.
LESSON LXIV.
The Youth of David. — Part I.
Beth'le-hem de-f led' migWj
Je-ru'sa-lSm de-fy'ing slaugh^ier
I§'ra-el-ites ch2.m'pi-on war'rior (-yur)
Phi-lis'tine§ chS^l'^lenge strip'ling
Go-li'atli inail i6Ye'head
PREPARATORY DICTATION.
1. One man was chosen by each army to be its cham-
pion in single combat. — 2. Goliath called out to David,
"Come on!" — he challenged him. — 3. He is a soldier
of great might and power, a mighty warrior. — 4. You
are but a boy, a mere stripling. — 5. In old times sol-
diers were sometimes dressed in armor of iron, and this
dress was called a coat of mail.
1. David was the son of Jesse, and was born
in Bethlehem, a small place near Jerusalem.
He was the youngest of eight brothers ; and as a
lad took care of his father's flocks, for his father
was a shepherd.
2. David was a handsome, rosy-cheeked boy.
He was also a very brave lad, stout of heart
Third Reader. 219
and strong of arm. Once a lion, and at another
time a bear, came and took a lamb out of the
'flock; but he ran after them, and killed them
both.
1^^ 3. Besides, he was a very sweet singer, and was
skillful in playing the harp. When quite young
he was often called to play before King Saul,
who was at times troubled with '' evil spirits."
Whenever these fits came on the king, David
took his harp, and played on it till Saul was well
again.
4. The tribes of Israel were often at war with
the neighboring tribes, and especially with a
people called the Philistines. Once, when the
two armies were drawn up to begin battle, a
great giant strode out from the camp of the
Philistines, and defied all the men of Israel.
5. " Give me a man," cried Goliath, for that
was the giant's name ; '' give me a man, that we
may fight together. If he is able to fight with
me and to kill me, then we will be your serv-
ants ; but if I overcome and kill him, then you
Israelites shall be our servants."
6. This champion of the Philistines was " six
cubits and a span " (that is, about nine feet ten
inches) in height. He had a helmet of brass on
220 Third Reader.
his head, and was armed with a coat of mail ;
while in his hand he held a huge brass-headed
spear that was like a weaver's beam.
7. Every day for forty days Goliath came out
to the front of the army, and repeated his chal-
lenge to the Israelites. But no one would accept
it. Even King Saul, who was a head taller than
any of his soldiers, was afraid to venture a trial
with the mighty giant. .
8. Three of David's brothers had gone to join
the army ; but David himself stayed at home
tending his flocks, for he was thought too young
to go to war. One day, however, his father
wanted to send some provisions to his sons, and
so he told David to take them.
9. It happened that just as David got to the
camp, the mighty champion of the Philistines
was thundering out for the fortieth time his
challenge to the Israelites. When David saw
that all the men ran away from this giant, he
was angry, and said, " Who is this fellow that is
defying you? "
10. David then went to the king, and asked
to be allowed to go and fight Goliath. At first
Saul would not listen to David. " W' hy, you are
only a youth," said he, '' and Goliath is a mighty
Third Reader. 221
warrior." But David told Saul that when less
than fifteen years old he had killed a lion and a
bear: so the king at last agreed.
11. Saul Avanted to put his own armor on
David ; but the youth, after he had tried on the
helmet and the coat of mail, laid them aside.
Picking up his staff, he chose five smooth stones
out of the brook, and put them into his shep-
herd's bag ; then, with his sling in his hand, he
drew near to the champion of the Philistines.
12. When Goliath saw the stripling, he said,
'' Am I a dog, that you come to me w^ith a staff?
Come on, and I'll give your flesh to the fowls
of the air and to the beasts of the field ! "
13. ''You come to me," answered David, "with
a sword, and with a spear, and with a shield; but
/come to you in the name of the God of the
armies of Israel. And I shall smite you, and
cut off your head, and give your flesh to the
fowls of the air and to the beasts of the field ! "
14. Goliath and David now ran towards each
other. David took one of the smooth pebbles
from his bag, and put it into his sling, and at
the right moment let fly at Goliath. The stone
^feuck the giant in the forehead, and went deep
into his brain, so that Goliath fell to the ground.
222
Third Reader.
15. David now nisheci up to the fallen giant
placed his foot on his breast, and, having no
Thibi) Ueabeu. 22S
sword of his own, he drew Goliath's sword, and
killed him by cutting off his head.
16. When the Philistines saw that their cham-
pion was dead, they fled. Saul's soldiers then
chased them, and defeated them with great
slaughter. And David took the head of Goliath,
and brought it to Jerusalem.
HEADS FOR COMPOSITION.
I. Subject of the Story: David's parents — birth-
place — boyish occupation.
II. Description of the lad : his appearance —
character — illustrations of his bravery — the sweet
singer.
III. The giant : who he was — his height — his
armor — his boast — fear of the Israelites.
IV. David's visit to the camp: hears Goliath's
boast — his feeling — conversation with the king.
y. Boy AND giant: Goliath's boast — David's reply.
VI. The fight: the advance — David's weapon —
slaying of the giant — flight of the Philistines.
LANGUAGE LESSON.
Write the analysis of these words : —
musical unlucky unloving
silken beggar princely
golden skillful thirsty
224 Third Reader.
LESSON LXV.
The Youth of David. — Part II.
Gil-bo^i gen'er-ous-ly Jon'a-than
po'et-ry treach'er-ous gird'le
la-ment' be-hav'ior (-yur) haimts
weap'on§ m^gi-dent hos'tile
out'law ob-tained' bo'§om
PREPARATORY DICTATION.
1. To write a grand thought in grand words is to
write poetry. — 2. The tiger is deceitful and treacherous.
He hides in the thicket, — the jungle is his haunt. — 3. I
will tell you what happened, for I was amused by the
incident. — 4. The two men were enemies, and had been
hostile to each other for many years.
1. As Saul and David were returning from
the slaughter of their foes, the women came out
to meet them, singing and dancing Avith joy.
One band would chant, —
" Saul has slain his thousands ; "
And the other band would reply, —
"And David has slain his tens of thousands."
2. That more praise should be given to Davi^
Third Reader. 225
than to himself made the king very angry.
And though at first Saul had rewarded David
by setting him over the " men of war," and by
giving him his daughter to be his wife, his
jealousy grew day by day.
3. This bad feeling was increased even by the
good behavior of David. For we are told that
^' David behaved himself wisely in all his ways,"
and that '' all the people loved him."
4. Still the king was his enemy. In one of
his fits Saul tried to kill David by throwing a
lance at him ; at another time he laid a plot to
have him killed by the Philistines.
5. But while David was thus hated by the king,
he had found a very dear friend in the king's
son, Jonathan; and the story of the friendship
of these two young men is perhaps the most
beautiful example ever given of love between
men.
6. This friendship began immediately after the
young hero's return from the slaying of Goliath.
Jonathan, as we are told, '' loved David as his
own soul." Think what strong love that was !
7. Then we are told that he — the king's son
— " stripped himself of the robe that was upon
him, and gave it to David, and his garments,
226 Third Header.
even to his sword, and to liis bow, and to his
girdle." This was what two persons used some-
times to do in old times, when they meant to be
fast friends for life.
8. Jonathan soon saw that his father was
David's enemy. Indeed, Saul was so wicked as
to tell Jonathan to join with his servants in
killing David.
9. This dreadful thing Jonathan told his friend
for the love he bore him ; and he advised David
to go and hide himself in a secret place. There
Jonathan went to meet David ; and it is said
that ^' they kissed one another, and wept one
with the other."
10. After this, David, who had been joined by
six hundred friends, had to move from one place
to another to escape from Saul. Sometimes they
hid themselves in caves, and at other times in
woods in the wilderness. Jonathan visited him
in his haunts, and told him not to be afraid, for
Saul would not find him.
11. It was at the time wdien he was thus hunted
from place to place that a beautiful incident took
place. David with his followers was in hiding
not far from Bethlehem ; and one night as he
lay down faint and weary, he happened to think
Thibb Be a dee. 227
of the well where he used to drink when he was
a boy.
12. It seemed to him that no water was so
pure and sweet as that ; and once he said with a
sigh, '' that one would give me drink of the
water of the well of Bethlehem that is at the
gate ! "
13. Three of the brave men who were with
David heard the wish. They said to one an-
other, " How pleased he would be if we could
get him the water he longs for ! " But between
their hiding-place and that well was the camp of
a hostile army. Could they steal through the
lines of the enemy without being seen? They
decided to venture, though they knew they were
risking their lives.
14. Swiftly they crept past the guard. No one
heard them, and soon they were hurrying away
to " the well of Bethlehem that is at the gate."
The water was quickly drawn, and they made
their way back over the same dangerous path.
15. David's heart was deeply touched when
he learned how they had risked their lives to
gratify his idle wish. Hunted outlaw though he
was, he still had faithful, loving friends.
16. But he could not drink of the water that
228 Third Header.
had been obtained at such a cost. He said it
would seem like drinking the blood of his
friends. So he poured it out as an offering
before the Lord.
17. I am sure you must have read in the Bible
how generously David, at this time, behaved to
Saul. He had two good chances to kill the
king, who fell into his hands, but each time
spared his life. For this, Saul pretended to be
very grateful, and promised that he would never
again try to harm David.
18. But David knew how treacherous the king
was : so he thought it best to take refuge among
the Philistines. In that country he was chief
of a powerful band ; and there he stayed till
the death of Saul and Jonathan at the battle of
Gilboa.
19. You remember how dearly David loved
Jonathan. Think, then, how he must have
grieved when he heard that his bosom-friend
was slain !
20. Here are the beautiful and tender words
in which he poured forth his lament : —
" How are the mighty fallen in the midst of
the battle ! O Jonathan, thou wast slain in
thine high places '
Third Header. 229
'' I am distressed for thee, my brother Jona-
than. Very pleasant hast thou been unto me :
thy love to me was wonderful — passing the love
of women !
^' How are the mighty fallen, and the weapons
of war perished ! "
21. Are not these grand words? Are they not
very noble poetry? Yes, indeed, they are. And
many other beautiful thoughts did David clothe
in strong or tender words. David was made
king of Israel after the death of Saul ; but we
think of him less as David the king than as
David the '' sweet singer of Israel."
LANGUAGE LESSON.
Write a sentence bringing in the name David.
Write a sentence bringing in the name Jonathan.
Write a sentence bringing in the. name Saul.
Change these statements so that they may speak of present
time : —
Swiftly they crept past the guard. No one heard
them, and soon they were hurrying away to " the well
of Bethlehem that is at the gate." The water was
quickly drawn, and they made their way back over
the same dangerous path.
230 Third Reader.
LESSON LXVI.
Letting the Old Cat Die.
a-gAast'
na'tive young'ster
viriain
wan'dered un-der-stood'
Not long ago I wandered near
A play-ground in the wood;
And there heard words from a youngster's lips
That I never quite understood.
'' Now let the old cat die ! " he laughed.
I saw him give a push,
Then gayly scamper away as he spied
A face peep over the tush.
But what he pushed, or where he went,
I could not well make out,
On account of the thicket of bending boughs
That bordered the place about.
''The little villain has stoned a cat,
Or hung it upon a limb.
And left it to die all alone," I said :
'' But I'll play the mischief with him."
Third Reader.
231
I forced my way through the bending boughs,
The poor old cat to seek ;
And what did I find but a swinging child,
With her bright hair brushing her cheek!
Her bright hair floated to and fro,^
Her little red dress flashed by,
232 Third Reader.
But the loveliest thing of all, I thought,
Was the gleam of her laughing eye.
Swinging and swinging, back and forth,
With the rose light in her face,
She seemed like a bird and flower in one,
And the forest her native place.
''Steady! I'll send 3^ou up, my child;"
But she stopped me with a cry, —
" Go 'way, go 'way ! don't touch me, please :
I'm letting the old cat die^
''' You're letting him die ! " I cried, aghast :
'' Why, where 's the cat, my dear ? "
And lo! the laugh that filled the wood
Was a thing for the birds to hear.
"Why, don't 3^ou know? " said the little maid, —
The sparkling, beautiful elf, —
'' That we call it letting the old cat die
Wlien the swing stops all of itself?"
Then swinging and swinging, and looking back,
With the merriest look in her eye.
She bade me good-by; and I left her alone,
'' Letting the old cat die."
Third Readeb. 233
LESSON LXVII.
Bright Examples.
HOW A ROMAN KEPT HIS WORD.
Reg'u-lus
of^fer
ratii'er
mes'sage
wa'ver
€ap-tiv'i-ty
mes'sen-ger§
sen'ate
yield'ed
PREPARATORY DICTATION.
1. I cannot decide, — I ivaver'ui my opinion. — 2. The
senate gave way — they yielded to the wishes of Regulus.
— 3. He had been long a prisoner, — his captivity had
lasted five weary years.
1. The story of Regulus shows how a Roman
could die rather than break a promise. Regu-
lus, who was the general of a Roman army that
was making war against the city of Carthage,
v/as taken prisoner. For five long years he was
kept shut up, and the war still went on.
2. At last the people of Carthage grew tired
of fighting. So they sent messengers to Rome
to ask for peace, and they let Regulus go with
the messengers home to Rome. But before they
let him go, they made him promise to return to
234 Third Reader.
his prison if the Romans should not agree to
their request.
3. The generals of Carthage knew that the
Romans would be likely to follow the advice of
so wise a man as Regulus. And they thought
he would ask his friends to put an end to the
war. For, if the Romans agreed to a peace,
Regulus would be a free man : he need not come
back to Carthage; he could go home to his
family and friends.
4. Now, Regulus was worn out and ill from his
long captivity, and his enemies were right in
thinking he must pine for freedom. But, dearly
as he loved liberty, there was one thing he loved
even more, — Regulus loved his native land.
And he knew it would not be best for the Ro-
mans to make peace at that time, when the
people of Carthage were so anxious for it.
5. He had made up his mind to tell his friends
not to listen to the words of the messengers who
came with him. So when they reached the
gates of Rome, he would not go in, but sent
word for the senate to come out and hear his
message.
6. When the Roman leaders came out to see
him, Regulus told them tliat tlieir enemies were
Third Reader. 235
tired of the war and wanted to put an end to
it. But he begged the Romans not to agree to
this plan.
7. '^ My friends," said he, '' the enemy are quite
worn out. They can not fight much longer. I
pray you, take my advice, and refuse this offer."
— '' But, Regulus, what will become of you ? "
asked the senate.
8. '^ Do not think of me," answered the brave
soldier. " I gave my word to go back to prison
if I failed to make peace, and I will never
break my word. But I am an old man, and
it matters little what may happen to me. Do
what is best for Rome, — refuse to agree to a
peace."
9. The Romans were very much grieved to
think of sending their brave general back to
Carthage. But Regulus was firm. He would
not even see his wife and children, for fear their
tears might make him waver.
10. So the senate yielded at last, and told the
messengers they would keep up the war till
Carthage was destroyed.
11. Regulus kept his Avord. He returned to
his enemies with this answer. And the people
of Carthage were so angry when they heard that
236
TuiRB Reader.
he had not even tried to make peace, that they
put the brave old man to a cruel death.
12. Regulus lost his life, but he kept his word.
WORD-ANALYSIS
OF THE
PEmCIPAL ENGLISH DERIVATIVES IN THIS READER.
I. — Prefixes.
a, in, on.
in, in.
dis, not.
re, back
en, to make or feel.
un, not.
II.
— Si
affixes.
able, that may or can, having the
quality of.
al (noun), act of.
al (adjective), relating to.
ant (yioun), one who.
ant (adjective), having the quality
of.
ar, one who.
ate, having the quality of.
dom, state of being.
eer, one who.
en (adjective), like, made of.
en (verb), to make.
er, one who, that which.
f ul, full of, causing.
ian, one who.
ic, like.
isli, like.
ist, one who.
lie, one who.
ity, state of being.
less, without.
let, little.
ly (adjective), like.
ly (adverb), in a manner.
ment, state of, that which.
ness, quality or state of being.
or, one who.
ous, full of.
ship, state of being.
ty, state of being.
lire, one who, state of being.
y, full of, like, of the nature of.
yer, one who.
Third Reader.
237
Note. — In reading the analysis the pupils should he taught to read the
symbol + '"plies"" and the symbol = " equal to^
aflFection + ate = having the qual-
ity of affection.
a + live = in life, living.
angrily, angry + ly = in an angry
manner.
art + ist — one who works in art.
a + shore = on shore.
a + sleep = in sleep, sleeping,
astonish + ment = state of being
astonished.
a ttend + ant = one who attends
upon.
beautiful, beauty + ful = full of
beauty.
beggar, beg + ar = one who begs.
billow + y =full of billows, wavy.
blame + less = without blame, in-
nocent.
boy + ish = like a boy.
brave + ly = in a brave manner.
bright + ly = in a bright manner.
bright + ness = quality of being
bright.
bush + y = like a bush, sjiread-
ing.
business, busy + ness = state of be-
ing busy, occupation.
call + er = one who calls.
captivitj^, captive + ity = state of
being a captive or prisoner.
cheer + ful = full of cheer, cheery.
close + ly = in a close manner.
coarse + ly = in a coarse manner.
command + er = one who com-
mands.
cool + ness = quality of being cool.
cost + ly = cost-like, expensive.
count + less = without count, num-
berless.
coward + ly = like a coward.
creature, create + ure = one who
is created^
cruel+ly — in a cruel manner.
dancer, dance + er = one who
dances.
danger + ous = full of danger.
dark + ness = quality of being
dark.
dash + er = one who dashes.
dear + ly = in a dear manner, fond-
ly.
delight + f ul — causing delight.
dirt + y = of the nature of dirt, un-
clean.
dis + obedient = not obedient.
doubt + f ul = full of doubt.
doubt + less = without doubt.
draw + er = that wliich can be
drawn out.
dread + f ul = causing dread.
dream + er = one who dreams.
driver, drive + er = onewhodrives.
dutiful, duty + ful = full of duty
or obedience.
238
Third Meaueh.
earnest + ly = in an earnest man-
ner.
easily, easy + ly = in an easy man-
ner.
en + dear = to make dear, to make
beloved.
engineer, engine + eer = one who
drives an engine.
en + joy = to feel joy, to delight
in.
envious, envy + ous = full of envy .
exact + ly = in an exact manner.
f aith + f ul = f uU of faith, trust-
worthy.
false + ly = in a false manner.
farm + er = one who tills a farm.
favqr + able = that may favor, fa-
voring.
favor + ite = one who is favored.
fear + f ul = causing fear.
feather + y = like feathers.
fine + ly = in a fine manner.
flatter + er = one v/ho flatters.
folIo^v + er = one who follows.
fool + ish = like a fool, silly.
frank + ly = in a frank manner.
free + doin = state of being free.
free + ly = in a free manner.
friend + ship = state of being
friendly.
frisrlit + f ul = causing fright.
funny, fun + y = of the nature of
fun.
garden i er = one who takes care
of a garden.
gay + ly = in a gay manner.
generous + ly = in a generous man-
ner.
glad + ness = state of being glad.
gold + en = like gold.
govern + or = one who governs.
grace + f ul = full of grace.
grave + ly = in a grave manner,
hand + y = of a nature to suit the
hand, convenient.
happiness, happy + ness =state of
being happy.
hasty, haste 4 y = full of haste.
hastily, hasty + ly = in a hasty
manner.
heart + less = without heart, un-
feeling.
lielp + less = without help, power-
less.
hero + ie = like a hero.
hope + less = without hope.
in + deed = in deed, in fact.
in + stead = in the stead or place of.
interpret + er = one who inter-
prets.
joy + ful = full of joy, joyous.
joy + ous = full of joy, joyful.
keep + er = one who keeps or
guards.
kind + ly = in a kind manner.
kind + ness = quality of being kind.
law + yer = one who practices law.
lead + er = one who leads.
liar, lie + ar = one who lies.
light + ly — in a light manner, gen-
tly.
like + ly = like-like, probable.
TniRD Reader.
239
live + ly = life-like, active.
lone + ly = lone-like, lonesome.
love + ly = love-like, worthy of
love, beautiful.
mad + ness = state of being mad,
magic + ian = one who practices
magic.
merrily, merry + ly = in a merry
manner.
might + y = full of might, power-
ful.
mirth + f ul = full of mirth, gleeful.
moss + y = moss-like.
move + ment = state of moving.
mil sic + al = relating to rnusic.
need + less + ly = in an unneeded
manner.
nice + ly = in a nice manner.
officer, office + er = one who fills
an office.
own + er =: one who owns.
patient + ly = in a patient man-
ner.
pave + ment = that which is paved.
peace + able = having the quality
of peace.
peaceably, peaceable + ly = in a
l^eaceable manner.
peace + f ul = full of peace, quiet.
play + ful = full of play, sportive.
pleasant, please + ant = having
the quality of pleasing.
pleasant + ly = in a pleasant man-
ner.
pleasure, please + ure = state of
being pleased.
plentiful, plenty + ful = full uf
plenty.
power + ful = full of power,
mighty.
prancer, prance + er = one who
prances.
pray + er = that which is prayed.
present + ly = in a present man-
ner, soon.
prettily, pretty + ly = in a pretty
manner.
prince + ly = like a prince,
prison + er = one who is impris-
oned.
punish + ment = state of being
punished.
quick + ly = in a quick manner.
real + ly = in a real manner.
re + bound = bound back.
re + turn = turn back, go or come
back.
rider, ride + er = one who rides.
ring + let = a little ring, a little
curl.
ripen, ripe + en = to make ripe, to
become ripe.
rock + y = rock-like.
roost + er = that which roosts.
root + let = a little root.
rosy, rose + y = like a rose.
rough + ly = in a rough manner.
ruler, rule + er = one who rules, or
governs.
runner, run + er = that on which
a thing runs.
rust + y = like rust.
240
Third Be ad eh.
sad + ly = in a sad manner.
safe + ly = in a safe manner.
safe + ty = state of being safe.
sail + or = one who sails.
scarce + ly = in a scarce manner,
hardly.
sell + er = one who sells.
servant, serve + ant = one who
serves.
shoe + less = without shoes,
shrewd + ness = quality of being
shrewd.
sick + ly = sick-like, weak.
sick + ness = state of being sick.
silk + en = made of silk.
sing + er = one who sings.
skill + f ul = full of skill, dexterous.
smooth + ly = in a smooth manner.
snow + y = snow-like, white.
sober + ly = in a sober manner.
soft + en = to make soft.
speech + less = without speech,
dumb.
stranger strange + er = one who
is strange to us.
stubborn + ness = qiiality of being
stubborn.
sure + ly = in a sure manner.
swimmer, swim + er = one who
swims.
teach + er = one who teaches.
thank + f ul = full of thanks, grate-
ful.
thirst + y = full of thirst.
thought + f ul = full of thought.
thought + less = without thought.
thoughtless + ly = in a thoughtless
manner.
travel + er = one who travels.
trial, try + al = act of trying.
truih + ful = full of truth.
un + able =^ not able.
un + bound = not bound, untied.
un + faith + f ul = not full of faith,
faithless.
unfortunate, un+fortune + ate =
not having the quality of for-
tune, unlucky.
un + kind = not kind.
un + loving = not loving.
un + luck + y = not having the
quality of luck, unfortunate.
un + seen = not seen.
un + selfish = not selfish.
un + true = not true.
use + f ul = full of uses, of great use.
use + less = without use.
w^eak + ness = state of being weak.
wealth + y = full of wealth, rich.
w^eaver, w^eave + er = one who
weaves.
^^eird + ly = in a weird manner.
will + f ul = full of will, headstrong.
wise + ly = in a wise manner.
wonder + f ul = causing wonder.
wood + en = made of wood.
work + er = one who works.
worm + y = full of worms.
c