The Project Gutenberg EBook of McGuffey's Second Eclectic Reader by William Holmes McGuffey
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Title: McGuffey's Second Eclectic Reader
Author: William Holmes McGuffey
Release Date: June 29, 2005 [EBook #14668]
Language: English
*** START OF THIS PROJECT GUTENBERG EBOOK MCGUFFEY'S SECOND ECLECTIC READER ***
Produced by Don Kostuch
[Transcriber's Notes:
Welcome to the schoolroom of 1900. The moral tone is plain. "She is kind to the old blind man."
The exercises are still suitable, and perhaps more helpful than some contemporary alternatives. Much is left to the teacher. Explanations given in the text are enough to get started teaching a child to read and write. Counting in Roman numerals is included as a bonus in the form of lesson numbers.
The author, not listed in the text is William Holmes McGuffey.
Don Kostuch ]
ECLECTIC EDUCATIONAL SERIES.
MCGUFFEY'S®
SECOND
ECLECTIC READER.
REVISED EDITION.
McGuffey Editions and Colophon are Trademarks of
JOHN WILEY & SONS, Inc..
New York - Chichester-Weinheim-Brisbane-Singapore-Toronto
Copyright, 1879, by Van Antwerp, Bragg & Co.
Copyright, 1896, by American Book Company
Copyright, 1907 and 1920, by H. H. Vail.
EP316
Preface
In this book, as well as in the others of the Revised Series, most of the favorite drill selections, which constituted one of the leading excellences of MCGUFFEY'S READERS, have been retained. New selections have been inserted only when they seemed manifest improvements on those formerly used.
The plan of this Reader is a continuation and extension of that pursued in the First Reader.
If the pupil is not familiar with the diacritical marks, he should be carefully drilled, as suggested on page 7, until the marked letter instantly suggests the correct sound. He is then prepared to study his reading lessons without any assistance from the teacher.
All new words are given at the head of each lesson. When these are mastered, the main difficulties left for the pupil are those of expression. In the latter portion of the book the simpler derivatives,—such as are formed by adding one or two letters,—possessives, plurals, verbal forms, etc.,—are omitted if the primitive word has been given. In this way the pupil is gradually led to the mastery of words as ordinarily printed.
A few of the most usual abbreviations have been introduced,—such as Mr., Mrs., etc. These should be carefully explained, not only as to their meaning and use, but as to the reason for their use.
Great care has been taken to have the illustrations worthy of the reputation MCGUFFEY'S READERS have attained, and some of the foremost designers of this country have contributed to the embellishment of the book.
Many of these pictures will serve admirably for lessons in language, in extension and explanation of the text. The imagination of the artist has, in some cases, filled in details not found in the text.
The thanks of the publishers are due to very many experienced teachers, who have contributed their valuable suggestions.
June, 1879.
INTRODUCTORY MATTER.
ARTICULATION PUNCTUATION
SELECTIONS IN PROSE AND POETRY.
Lessons. 1. Evening at Home 2. Bubbles 3. Willie's Letter (Script) 4. The Little Star 5. Two Dogs 6. Afraid in the Dark 7. Baby Bye 8. Puss and her Kittens 9. Kittie and Mousie 10. At Work 11. What a Bird Taught 12. Susie Sunbeam 13. If I were a Sun beam 14. Henry, the Bootblack 15. Don't Wake the Baby (Script) 16. A Kind Brother 17. My Good-far-nothing 18. The Kingbird 19. Evening Hymn 20. The Quarrel 21. The Bee 22. The Song of the Bee 23. The Torn Doll 24. Sheep-shearing 25. The Clouds 26. Patty and the Squirrel 27. The Sparrow 28. Sam and Harry 29. The Little Rill 30. The Boat Upset 31. Mary's Letter (Script) 32. The Tiger 33. The Fireside 34. Birdie's Morning Song 35. Willie and Bounce 36. Willie and Bounce 37. The Kitchen Clock 38. The New Scales 39. The Bear and the Children 40. The Little Harebell (Script) 41. The Fishhawk 42. What the Leaf said 43. The Wind and the Leaves 44. Mamma's Present 45. Mary's Story 46. Ralph Wick 47. Coasting down the Hill (Script) 48. The Fox and the Ducks 49. Pretty is that Pretty does 50. The Story-teller 51. The Story-teller 52. The Owl 53. The Owl 54. Grandfather's Story 55. God is Great and Good 56. A Good Old Man 57. The Greedy Girl 68. A Place for Everything 69. My Mother (Script) 60. The Broken Window 61. The Broken Window 62. Frank and the Hourglass 63. March 64. Jenny's Call 65. Poor Davy 66. Alice's Supper 67. A Snowstorm 68. Bessie 69. Bessie 70. Cheerfulness (Script) 71. Lullaby
ARTICULATION.
SUGGESTIONS TO TEACHERS.-Thorough and frequent drills on the elementary sounds are useful in correcting vicious habits of pronunciation and in strengthening the vocal organs.
As a rule, only one or two sounds should be employed at one lesson. Care should be taken that the pupils observe and practice these sounds correctly in their reading.
TABLE OF VOCALS.
Long Sounds
Sound as in Sound as in a ate e err a care i ice a arm o ode a last u use a all u burn e eve oo fool
SHORT SOUNDS.
Sound as in Sound as in a am o odd e end u up i in oo look
DIPHTHONGS.
Sound as in Sound as in oi oil ou out oy boy ow now
TABLE OF SUBVOCALS.
Sound as in Sound as in b bib v valve d did th this g gig z zin j jug z azure n nine r rare m maim w we ng hang y yet l lull
TABLE 0F ASPIRATES.
Sound as in Sound as in f fifi t tat h him sh she k kite ch chat p pipe th thick s same wh why
TABLE OF SUBSTITUTES.
Sub for as in Sub for as in a o what y i myth e a there c k can e a feint c a cite i e police ch sh chaise i e sir ch k chaos o u son g j gem o oo to n ng ink o oo wolf s z as o a fork s
PUNCTUATION.
Punctuation Marks are used to make the sense more clear.
A Period (.) is used at the end of a sentence, and after an abbreviation; as,
James was quite sick. Dr. Jones was called to see him.
An Interrogation Mark (?) is used at the end of a question; as,
Where is John going?
An Exclamation Mark (!) is used after words or sentences expressing some strong feeling; as,
Alas, my noble boy! that thou shouldst die!
The Comma (,), Semicolon (;), and Colon (:) are used to separate the parts of a sentence.
The Hyphen (-) is used to join the parts of a compound word; as, text-book: it is also used at the end of a line in print or script, when a word is divided; as in the word "sentence," near the bottom of page 9.
[Illustration: Bird perched on tree branch.]
MCGUFFEY'S SECOND READER.
LESSON I.
news'paper cold or'der seem through
stock'ings chat sto'ry light Har'ry
branch'es kiss burns Mrs. e vents'
an oth'er Mr. stool lamp mends
[Illustration: Family at evening; father reading newspaper, mother sewing, boy and girl reading.]
EVENING AT HOME.
1. It is winter. The cold wind whistles through the branches of the trees.
2. Mr. Brown has done his day's work, and his children, Harry and Kate, have come home from school. They learned their lessons well to-day, and both feel happy
3. Tea is over. Mrs. Brown has put the little sitting room in order. The fire burns brightly. One lamp gives light enough for all. On the stool is a basket of fine apples. They seem to say, "Won't you have one?"
4. Harry and Kate read a story in a new book. The father reads his newspaper, and the mother mends Harry's stockings.
5. By and by, they will tell one another what they have been reading about, and will have a chat over the events of the day.
6. Harry and Kate's bedtime will come first. I think I see them kiss their dear father and mother a sweet good night.
7. Do you not wish that every boy and girl could have a home like this?
LESSON II.
beau'ti ful porch rain'bow burst
bub'bling same biggest sneeze col'ors
main soap wash red ma'ny (men'y)
[Illustration: Three children playing with bubbles and cat.]
BUBBLES.
1. The boys have come out on the porch to blow bubbles. The old cat is asleep on the mat by the door.
2. "Ha! ha!" laughs Robert, as a bubble comes down softly on the old cat's back, and does not burst.
3. Willie tries to make his bubble do the same. This time it comes down on the cat's face, and makes her sneeze.
4. "She would rather wash her face without soap," says Harry. "Now let us see who can make the biggest bubble."
5. "Mine is the biggest," says Robert. "See how high it floats in the air! I can see—ah! it has burst."
6. "I can see the house and the trees and the sky in mine," says Willie; "and such beautiful colors."
7. "How many, Willie?"
8. "Red, one; blue, two; there—they are all out. Let us try again."
9. "I know how many colors there are," says Harry. "Just as many as there are in the rainbow."
10. "Do you know how many that is?"
LESSON III.
rub'ber gun par'lor street
num'ber ten o'clock' shoot
WILLIE'S LETTER.
[Illustration: Script Exercise:
New York, Dec. 10, 1878. Dear Santa Claus: Papa is going to give me a Christmas tree, and he says that you will put nice things on it if I ask you. I would like a gun that will shoot, and a rubber ball that I can throw hard, and that will not break Mamma's windows or the big glass in the parlor. Now, please don't forget to come. I live on Fourth St., number ten. I will go to bed at eight o'clock, and shut my eyes tight. I will not look, indeed I won't. Your little boy, Willie. ]
LESSON IV.
a bove' world dark oft
nev'er spark dew till
di'a mond twin'kle blaz'ing
The Little Star
1. Twinkle, twinkle, little star;
How I wonder what you are,
Up above the world so high,
Like a diamond in the sky!
2. When the blazing sun is set,
And the grass with dew is wet,
Then you show your little light;
Twinkle, twinkle, all the night.
3. Then, if I wore in the dark,
I would thank you for your spark.
I could not see which way to go,
If you did not twinkle so.
4. And when I am sound asleep,
Oft you through my window peep;
For you never shut your eye,
Till the sun is in the sky.
LESSON V.
be hind' to geth'er nob'le Scotch
Dodg'er min'utes crib wag'on
ter'ri er coun'try scold fel'low
shag'gy frisk'i ly fits cel'lar
guards New'found land yard har'ness
[Illustration: Two dogs, one large, the other a small puppy.]
TWO DOGS.
1. James White has two dogs. One is a Newfoundland dog, and the other is a Scotch terrier.
2. The Newfoundland is a large, noble fellow. He is black, with a white spot, and with long, shaggy hair. His name is Sport.
3. Sport is a good watchdog, and a kind playfellow. Every night he guards the house while James and his father are asleep.
4. In the daytime, James often uses Sport for his horse. He has a little wagon, and a set of small harness which just fits the dog.
5. He hitches Sport to this wagon, and drives over the country. In this way, he can go almost as fast as his father with the old family horse.
6. The name of James's Scotch terrier is Dodger. He is called Dodger because he jumps about so friskily. He is up on a chair, under the table, behind the door, down cellar, and out in the yard,—all in a minute.
7. Dodger has very bright eyes, and he does many funny things. He likes to put his paws up on the crib, and watch the baby.
8. The other day he took baby's red stocking, and had great fun with it; but he spoiled it in his play, and James had to scold him.
9. Everyone likes to see James White with his two dogs. They always seem very happy together.
LESSON VI.
bet ween' bu'reau (-ro) stairs nee'dle
a fraid' shad'ow held
AFRAID IN THE DARK.
1. "Willie, will you run upstairs, and get my needle book from the bureau?"
2. But Willie did not stir. "Willie!" said mamma. She thought he had not heard.
3. "I'm afraid," said Willie.
4. "Afraid of what?"
5. "It's dark up there."
6. "What is the dark?" asked mamma. "See! It is nothing but a shadow." And she held her hand between the lamp and the workbasket on the table.
[Illustration: Mother, seated in rocking chair, kerosene lamp on table, boy standing, examining his shadow on the wall.]
7. "Now it is dark in the basket; but as soon as I take my hand away, it is light."
8. "Come and stand between the lamp and the wall, Willie. See! There is your shadow on the wall. Can your shadow hurt you?"
9. "Oh no, mamma! I am sure it can not hurt me."
10. "Well, the dark is only a big shadow over everything."
11. "What makes the big shadow, mamma?"
12. "I will tell you all about that, Willie, when you are a little older. But now, I wish you would find me a brave boy who is not afraid of shadows, to run upstairs and get my needlebook."
13. "I am bravo, mamma. I will go. —Here it is."
14. "Thank you, my brave little man. You see the dark didn't hurt you."
SLATE WORK.
[Illustration: Script Exercise:
Beautiful faces are they that wear
The light of a pleasant spirit there;
Beautiful hands are they that do
Deeds that are noble good and true;
Beautiful feet are they that go
Swiftly to lighten another's woe.
]
LESSON VII.
spi'ders tick'ling stay neck nose se'cret crawls
legs beck ope goes toes speck choose
dot nod shoes spread be lieve' six
[Illustration: Mother and baby watching fly on the wall.]
BABY BYE.
1. Baby Bye,
Here's a fly;
We will watch him, you and I.
How he crawls
Up the walls,
Yet he never falls!
I believe with six such legs
You and I could walk on eggs.
There he goes
On his toes,
Tickling Baby's nose.
2. Spots of red
Dot his head;
Rainbows on his back are spread;
That small speck
Is his neck;
See him nod and beck!
I can show you, if you choose,
Where to look to find his shoes,
Three small pairs,
Made of hairs;
These he always wears.
3. Flies can see
More than we;
So how bright their eyes must be!
Little fly,
Ope your eye;
Spiders are near by.
For a secret I can tell,
Spiders never use flies well;
Then away,
Do not stay.
Little fly, good day.
24 ECLECTIC SERIES.
LESSON VIII.
serv'ant sud'den ly lon'ger re turned' lived tired
since five anx'ious trou'ble cer'tain nea'ly
doz'en sev'en at'tic strange great prop'er
coal seemed
[Illustration: Cat carrying kitten up stairs by the scruff of the neck.]
PUSS AND HER KITTENS.
1. Puss, with her three kittens, had lived in the coal cellar; but one day she thought she would carry them to the attic.
2. The servant thought that was not the proper place for them; so she carried them back to the cellar.
3. Puss was certain that she wanted them in the attic; so she carried them there again and again, five, six, seven, —yes, a dozen times; for each time the servant took them back to the cellar.
4. Poor puss was nearly tired out, and could carry them no longer.
5. Suddenly she went away. Where do you think she went?
6. She was gone a long time. When she returned, she had a strange cat with her that we had never seen before.
7. She seemed to tell him all about her great trouble, and he listened to her story.
8. Then the strange cat took the little kittens, one by one, and carried them to the attic. After this he went away, and we have never seen him since.
9. The servant then left the kittens in the attic, for she saw how anxious puss was to have them stay there.
10. Was not the strange cat kind to puss? This lesson should teach children to be ever ready to help one another.
LESSON IX.
nine mous'ie fro frol'ic bit slipped
spied crow teeth pearl used
[Illustration: White cat sneaking up on a mouse.]
KITTY AND MOUSIE.
1. Once there was a little kitty,
White as the snow;
In a barn he used to frolic,
Long time ago.
2. In the barn a little mousie
Ran to and fro;
For she heard the little kitty,
Long time ago.
3. Two black eyes had little kitty,
Black as a crow;
And they spied the little mousie,
Long time ago.
4. Four soft paws had little kitty,
Paws soft as snow;
And they caught the little mousie,
Long time ago.
5. Nine pearl teeth had little kitty,
All in a row;
And they bit the little mousie,
Long time ago.
6. When the teeth bit little mousie,
Mousie cried out "Oh!"
But she slipped away from kitty,
Long time ago.
LESSON X.
washed hours(ours) pre'cious game
harm a'ny (en'y) brushed end
AT WORK.
1. A little play does not harm any one, but does much good. After play, we should be glad to work.
2. I knew a boy who liked a good game very much. He could run, swim, jump, and play ball; and was always merry when out of school.
3. But he knew that time is not all for play; that our minutes, hours, and days are very precious.
4. At the end of his play, he would go home. After he had washed his face and hands, and brushed his hair, he would help his mother, or read in his book, or write upon his slate.
5. He used to say, "One thing at a time." When he had done with work, he would play; but he did not try to play and to work at the same time.
LESSON XI.
twit-twee bough (bow) twit-twit top'most lock
spray mate close'ly ros'y an'swer (an'ser)
[Illustration: Bird perched on tree branch.]
WHAT A BIRD TAUGHT.
1. Why do you come to my apple tree,
Little bird so gray?
Twit-twit, twit-twit, twit-twit-twee!
That was all he would say.
2.
So closely round the spray?
Twit-twit, twit-twit, twit-tweet!
That was all he would say.
3. Why on the topmost bough do you get,
Little bird so gray?
Twit-twit-twee! twit-twit-twit!
That was all he would say.
4. Where is your mate? come, answer me,
Little bird so gray.
Twit-twit-twit! twit-twit-twee!
That was all he would say.
Alice Cary.
LESSON XII.
bright'ness pleas'ant learned dress
play'mates un kind' rag'ged word
ques'tions smil'ing crowed child
Sun'beam cheered Sus'ie gave
glad'ness un less' name gate
SUSIE SUNBEAM.
1. Susie Sunbeam was not her real name; that was Susan Brown. But every one called her Susie Sunbeam, because she had such a sweet, smiling face, and always brought brightness with her when she came.
[Illustration: Older girls playing with younger girl. Three children standing in background.]
2. Her grandfather first gave her this name, and it seemed to fit the little girl so nicely that soon it took the place of her own.
3. Even when a baby, Susie laughed and crowed from morning till night. No one ever heard her cry unless she was sick or hurt.
4. When she had learned to walk, she loved to go about the house and get things for her mother, and in this way save her as many steps as she could.
5. She would sit by her mother's side for an hour at a time, and ask her ever so many questions, or she would take her new book and read.
6. Susie was always pleasant in her play with other children. She never used an unkind word, but tried to do whatever would please her playmates best.
7. One day, a poor little girl with a very ragged dress was going by and Susie heard some children teasing her and making fun of her.
8. She at once ran out to the gate, and asked the poor little girl to come in. "What are you crying for?" Susie asked.
9. "Because they all laugh at me," she said.
10. Then Susie took the little girl into the house. She cheered her up with kind words, and gave her a nice dress and a pair of shoes.
11. This brought real joy and gladness to the poor child, and she, too, thought that Susie was rightly called Sunbeam.
LESSON XIII.
wood'lands di vine' raised un til' droop'ing blessed
whose seek up'ward hov'els in'ner steal
heav'en hearts lil'ies die roam'ing
IF I WERE A SUNBEAM.
1. "If I were a sunbeam,
I know what I'd do;
I would seek white lilies,
Roaming woodlands through.
I would steal among them,
Softest light I'd shed,
Until every lily
Raised its drooping head.
2. "If I were a sunbeam,
I know where I'd go;
Into lowly hovels,
Dark with want and woe:
Till sad hearts looked upward,
I would shine and shine;
Then they'd think of heaven,
Their sweet home and mine."
3. Are you not a sunbeam,
Child, whose life is glad
With an inner brightness
Sunshine never had?
Oh, as God has blessed you,
Scatter light divine!
For there is no sunbeam
But must die or shine.
SECOND READER. 35
LESSON XIV.
sup port' a long' boots be long' dol'lar years
man'age taught cor'ner no'tice mon'ey black'ing
gen'tle men hon'est (on'est) quite buy earned
[Illustration: Boy offering to shine man's shoes.]
HENRY, THE BOOTBLACK.
1. Henry was a kind, good boy. His father was dead, and his mother was very poor. He had a little sister about two years old.
2. He wanted to help his mother, for she could not always earn enough to buy food for her little family.
3. One day, a man gave him a dollar for finding a pocketbook which he had lost.
4. Henry might have kept all the money, for no one saw him when he found it. But his mother had taught him to be honest, and never to keep what did not belong, to him.
5. With the dollar he bought a box, three brushes, and some blacking. He then went to the corner of the street, and said to every one whose boots did not look nice, "Black your boots, sir, please?"
6. He was so polite that gentlemen soon began to notice him, and to let him black their boots. The first day he brought home fifty cents, which he gave to his mother to buy food with.
7. When he gave her the money, she said, as she dropped a tear of joy, "You are a dear, good boy, Henry. I did not know how I could earn enough to buy bread with, but now I think we can manage to get along quite well,"
8. Henry worked all the day, and went to school in the evening. He earned almost enough to support his mother and his little sister.
LESSON XV.
tread whis'per soft'ly talk cheer ful' care'ful
DON'T WAKE THE BABY.
[Illustration: Script Exercise:
Baby sleeps, so we must tread
Softly round her little bed,
And be careful that our toys
Don not fall and make a noise.
We must not talk, but whisper low,
Mother wants to work, we know,
That, when father comes to tea,
All may neat and cheerful be.
]
LESSON XVI.
full load heav'y mid'dle heav'i er
slip wrong han'dle broth'er de ceived'
[Illustration: Two boys carrying a basket on a pole between them.]
A KIND BROTHER.
1. A boy was once sent from home to take a basket of things to his grandmother.
2. The basket was so full that it was very heavy. So his little brother went with him, to help carry the load.
3. They put a pole under the handle of the basket, and each then took hold of an end of the pole. In this way they could carry the basket very nicely.
4. Now the older boy thought, "My brother Tom does not know about this pole.
5. "If I slip the basket near him, his side will be heavy, and mine light; but if the basket is in the middle of the pole, it will be as heavy for me as it is for him.
6. "Tom does not know this as I do. But I will not do it. It would be wrong, and I will not do what is wrong."
7. Then he slipped the basket quite near his own end of the pole. His load was now heavier than that of his little brother.
8. Yet he was happy; for he felt that he had done right. Had he deceived his brother, he would not have felt at all happy.
bus'y (biz'zy) mis'chief looked un'to glee
con triv'ing ring'lets nod'dle drew nun
press'ing fin'gers car'pet wise lips
em brace' pon'der lash'es climb true
MY GOOD-FOR-NOTHING.
1.
"What are you good for, my brave little man?
Answer that question for me, if you can,—
You, with your fingers as white as a nun,—
You, with your ringlets as bright as the sun.
All the day long, with your busy contriving,
Into all mischief and fun you are driving;
See if your wise little noddle can tell
What you are good for. Now ponder it well."
2.
Over the carpet the dear little feet
Came with a patter to climb on my seat;
Two merry eyes, full of frolic and glee,
Under their lashes looked up unto me;
Two little hands pressing soft on my face,
Drew me down close in a loving embrace;
Two rosy lips gave the answer so true,
"Good to love you, mamma, good to love you."
Emily Huntington Miller.
LESSON XVIII.
ber'ries strikes rob'in ea'gle short king rid
foe dart fails sharp hawk worms ac'tive
[Illustration: Bird perched on branch.]
THE KINGBIRD.
1. The kingbird is not bigger than a robin.
2. He eats flies, and worms, and bugs, and berries.
3. He builds his nest in a tree, near some house.
4. When there are young ones in the nest, he sits on the top of a tree near them.
5. He watches to see that no bird comes to hurt them or their mother.
6. If a hawk, a crow, or even an eagle comes near, he makes a dash at it.
7. Though he is so small, he is brave, and he is also very active.
8. He never fails to drive off other birds from his nest.
9. He flies around and around the eagle, and suddenly strikes him with his sharp bill.
10. He strikes at his eye, and then darts away before the eagle can catch him.
11. Or he strikes from behind, and is off again before the eagle can turn round.
12. In a short time, the great eagle is tired of such hard blows, and flies away. He is very glad to get rid of his foe.
13. Is not the little fellow a brave bird?
14. Because he can drive off all other birds, he is called the KINGBIRD.
LESSON XIX.
watch'ing gath'ers an'gels be gin'
dark'ness a cross' lone'ly beasts
[Illustration: Sunset;lake in foreground, town in background.]
EVENING HYMN.
1. Now the day is over,
Night is drawing nigh,
Shadows of the evening
Steal across the sky.
2. Now the darkness gathers,
Stars begin to peep;
Birds, and beasts, and flowers
Soon will be asleep.
3. Through the lonely darkness,
May the angels spread
Their white wings above me,
Watching round my bed.
LESSON XX.
di vid'ed quar'rel a gree' thus sey'tle
set'tling ker'nel e'qual apt parts
THE QUARREL.
1. Under a great tree in the woods, two boys saw a fine, large nut, and both ran to get it.
2. James got to it first, and picked it up.
3. "It is mine," said John, "for I was the first to see it."
4. "No, it is mine" said James, "for I was the first to pick it up."
[Illustration: Three boys standing by a fence, one older than the others.]
5. Thus, they at once began to quarrel about the nut.
6. As they could not agree whose it should be, they called an older boy, and asked him.
7. The older boy said, "I will settle this quarrel."
8. He took the nut, and broke the shell. He then took out the kernel, and divided the shell into two parts, as nearly equal as he could.
9. "This half of the shell," said he, "belongs to the boy who first saw the nut.
10. "And this half belongs to the boy who picked it up.
11. "The kernel of the nut, I shall keep as my pay for settling the quarrel.
12. "This is the way," said he, laughing, "in which quarrels are very apt to end."
LESSON XXI.
crea'tures drones in'side hive i'dle
de fense' driv'en killed cells size
work'ers queen stings shape wax
THE BEE.
1. Bees live in a house that is called a hive. They are of three kinds,—workers, drones, and queens.
2. Only one queen can live in each hive. If she is lost or dead, the other bees will stop their work.
[Illustration: Three bee-hives; wooden boxes about two feet square and four feet high, with a sloped roof.]
3. They are very wise and busy little creatures. They all join together to build cells of wax for their honey.
4. Each bee takes its proper place, and does its own work. Some go out and gather honey from the flowers; others stay at home and work inside the hive.
5. The cells which they build, are all of one shape and size, and no room is left between them.
6. The cells are not round, but have six sides. 7. Did you ever look into a glass hive to see the bees while at work? It is pleasant to see how busy they always are.
8. But the drones do not work. Before winter comes, all the drones are driven from the hive or killed, that they may not eat the honey which they did not gather.
9. It is not quite safe for children to handle bees. They have sharp stings that they know well how to use in their defense.
SLATE WORK.
[Illustration: Script Exercise:
How doth the little busy bee
Improve each shining hour.
And gather honey all the day
From every opening flower!
]
LESSON XXII.
blos'soms drear'y wea'ry pinks smell'ing toil'ing
lev'ies buzz fra'grant this'tle weeds scent
treas'ure yel'low mead'ow tax sum'mer clo'ver
cloud'y dai'sy daf'fo dil lies columbine humming
[Illustration: Flowers]
THE SONG OF THE BEE.
1. Buzz! buzz! buzz!
This is the song of the bee.
His legs are of yellow;
A jolly, good fellow,
And yet a great worker is he.
2. In days that are sunny
He's getting his honey;
In days that are cloudy
He's making his wax:
On
And gay daffodillies,
And columbine blossoms,
He levies a tax!
3. Buzz! buzz! buzz!
The sweet-smelling clover,
He, humming, hangs over;
The scent of the roses
Makes fragrant his wings:
He never gets lazy;
From thistle and daisy,
And weeds of the meadow,
Some treasure he brings.
4. Buzz! buzz! buzz!
From morning's first light
Till the coming of night,
He's singing and toiling
The summer day through.
Oh! we may get weary,
And think work is dreary;
'Tis harder by far
To have nothing to do.
Marian Douglas.
LESSON XXIII.
un hap'py prom'ised heed'less be came' grow'ing
care'less harsh'ly leav'ing eas'i ly ef fects'
an noy' ma'am blame worse torn
hard'ly nic'est spend hab'it e'vil
[Illustration: Mother and daughter sitting under a tree.]
THE TORN DOLL.
1. Mary Armstrong was a pretty little girl, but she was heedless about some things.
2. Her way of leaving her books and playthings just where she had used them last, gave her mother much trouble in picking them up and putting them in their proper places.
3. She had often told Mary the evil effects of being so careless. Her books became spoiled, and her toys broken.
4. But worse than this was the growing habit of carelessness, which would be of great harm to her all her life. It would make her unhappy, and would annoy her friends.
5. One day Mary and her mother went out into their pleasant yard, to spend an hour in the open air. Mrs. Armstrong took her work with her.
6. Mary ran about and played with Dash, her pet dog, and was having a happy time.
7. But in a corner of the yard she found her nicest doll all torn and broken, and its dress covered with mud.
8. She knew, at once, that Dash had done this, and she scolded him harshly.
9. Carrying the broken doll to her mamma. she showed it to her, and could hardly keep from crying.
10. Mrs. Armstrong asked Mary if she had not left the doll on the porch where Dash could easily get it; and Mary had to answer, "Yes, ma'am."
11. "Then you must not blame the dog, Mary, for he does not know it is wrong for him to play with your doll. I hope this will be a lesson to you hereafter, to put your things away when you are through playing."
12. "I will try," said Mary. And her mother promised to mend the doll as well as she could.
LESSON XXIV.
thor'ough ly month dried dyed cuts shear'er sheep
those spun dirt oth'er wise wov'en cloth wool rub
[Illustration: Two men shearing sheep.]
SHEEP-SHEARING.
1. Sheep are washed and sheared some time in the month of June. This should be done quite early in the month, before the hot days begin.
2. It is fine sport for those who look on, hut not much fun for the sheep.
3. It is best for the sheep to have the wool taken off; otherwise they would suffer in the summer time.
4. When the time comes for washing the sheep, they are driven to a pond or a little river.
5. Then they are thrown into the water, one at a time. The men who are in the water catch them, and squeeze the wet wool with their hands to get the dirt all out of it.
6. Then the wool is thoroughly dried, the sheep are taken to the shearer; and he cuts off the wool with a large pair of shears.
7. It is then dyed, spun, and woven into cloth.
8. In a short time, before the cold winter comes, new wool grows out on the sheep. By the corning of spring there is so much, that it must be cut off again.
LESSON XXV.
bear'ers earth warm sul'try wan'der
rays grain clouds o'er we're
THE CLOUDS
1. "Clouds that wander through the sky, Sometimes low and sometimes high; In the darkness of the night, In the sunshine warm and bright. Ah! I wonder much if you Have any useful work to do."
2.
"Yes, we're busy night and day,
As o'er the earth we take our way.
We are bearers of the rain
To the grasses, and flowers, and grain;
We guard you from the sun's bright rays,
In the sultry summer days."
LESSON XXVI.
peo'ple for'est squir'rel cool near'est tame hol'low
snug shoul'der miles sticks gen'tly though Pat'ty
[Illustration: Girl sitting under tree, play with squirrel.]
PATTY AND THE SQUIRREL.
1. Little Patty lives in a log house near a great forest. She has no sisters, and her big brothers are away all day helping their father.
2. But Patty is never lonely; for, though the nearest house is miles away, she has many little friends. Here are two of them that live in the woods.
3. But how did Patty teach them to be so tame? Patty came to the woods often, and was always so quiet and gentle that the squirrels soon found they need not be afraid of her.
4. She brought her bread and milk to eat under the trees, and was sure to leave crumbs for the squirrels.
5. When they came near, she sat very still and watched them. So, little by little, she made them her friends, till, at last, they would sit on her shoulder, and eat from her hand.
6. Squirrels build for themselves summer houses. Those are made of leaves, and sticks, and moss. They are nice and cool for summer, but would never do for the winter cold and snow.
7. So these wise little people find a hollow in an old tree. They make it warm and snug with soft moss and leaves; and here the squirrels live all through the long winter.
LESSON XXVII.
fright'ened int end' wheat Thom'as com plains' plums
choose shock'ing spar'row rip'est rob'bing
break'fast plen'ty share treat tales wait
[Illustration: Sparrow perched on snow-covered branch.]
THE SPARROW.
1. Glad to see you, little bird;
'Twas your little chirp I heard:
What did you intend to say?
"Give me something this cold day"?
2. That I will, and plenty, too;
All the crumbs I saved for you.
Don't be frightened—here's a treat:
I will wait and see you eat.
3. Shocking tales I hear of you;
Chirp, and tell me, are they true?
Robbing all the summer long;
Don't you think it very wrong?
4. Thomas says you
John complains, his plums you eat—
Choose the ripest for your share,
Never asking whose they are.
5. But I will not try to know
What you did so long ago:
There's your breakfast, eat away;
Come to see me every day.
LESSON XXVIII.
aft'er noon sup'per deep length car'riage threw hedge stood tru'ly road few sad
[Illustration: Woman and boy riding in carriage pulled by horse.
Man in foreground holding gate open for carriage.]
SAM AND HARRY.
1. One fine summer afternoon, Sam was walking home from school. He went along slowly, reading a book.
2. Sam had spent all his money for the book, but he was a happy boy.
3. At length he came into the highroad, where there was a gate. A blind man stood, holding it open.
4. The poor man said, "Please give me a few cents to buy some bread!" But Sam gave him nothing.
5. What! did Sam give the poor blind man nothing? Yes; for, as I told you, he had spent all his money.
6. So Sam walked on, very sad. Soon after, a fine carriage came up, and in it were Harry and his mother.
7. The blind man stood, and held out his hat. "Let us give the poor man something," said Harry to his mother.
8. His mother gave him some cents. Harry took them, but did not put them into the man's hat.
9. He threw them into the hedge as far as he could. The poor man could not find them, for, you know, ho was blind.
10. Sam had turned back to look at the fine carriage. He saw Harry throw the cents into the hedge; so he came back at once, and looked for the money until he found it all for the blind man.
11. This took so long a time, that he almost lost his supper.
12. Which of the boys do you think was truly kind to the poor man?
13. I know which he thanked most in his heart.
LESSON XXIX.
rip'pling fringe stray thou mill
vil'lage brink clear wild hill
course bathe tiny pool rill
THE LITTLE HILL.
1. Run, run, thou tiny rill;
Run, and turn the village mill;
Run, and fill the deep, clear pool
In the woodland's shade so cool,
Where the sheep love best to stray
In the sultry summer day;
Where the wild birds bathe and drink,
And the wild flowers fringe the brink.
[Illustration: Mill, with mill pond in foreground.]
2. Run, run, thou tiny rill,
Round the rocks, and down the hill;
Sing to every child like me;
The birds will join you, full of glee:
And we will listen to the song
You sing, your rippling course along.
LESSON XXX.
has'tened pos'si ble bal'ance Ed'gar save
boat'man dan'ger quick'ly move trip
stretched sev'er al start'ed folks fell
THE BOAT UPSET.
1. "Sit still, children. Do not move about in the boat," said Mr. Rose to the young folks he was taking for a trip on the water.
2. The boat was a large one, and could not easily be upset. There were in it Mr. and Mrs. Rose, the boatman, and several little boys and girls.
3. "Keep still, please, young gentlemen," said the boatman, when Edgar Rose and Thomas Read began to move from one side to the other.
4. They kept quiet for a short time only. Edgar soon wanted a stick which Thomas held in his hand. He lost his balance in trying to get the stick, and fell into the water.
[Illustration: Overturned boat, people clinging to boat and debris.
Another boat approaching.]
5. Mr. and Mrs. Rose both started up, and stretched out their arms to save him; but in so doing, they upset the boat.
6. Every one fell into the water, and all were in the greatest danger of being drowned.
7. Another boat was near, with but one man in it. He hastened to them as quickly as possible, and saved them from drowning.
8. Children should always be careful and quiet when they are in a boat on the water, and should obey what older people tell them.
LESSON XXXI.
MARY'S LETTER.
[Illustration: Script Exercise:
Forest Hill, June 25, 1878 My Dear Fanny: This morning while out rowing, we all came near being drowned. Brother Ed, in trying to take a stick from Tom Reed, tripped and fell out of the boat. Papa and Mamma caught at him to save him, and before we knew it we were all in the water. The boat upset and how we were all saved I can hardly tell. A man in another boat which was near, picked us up. Had it not been for this, you would to-day have no cousin. Mary Rose.
]
LESSON XXXII.
li'on bod'y stripes de light' Eng'lish
prey ti'ger col'lar ti'gress fright'ful
seize chain un like' swift'est an'i mals
roar gi'ant slight'est of'fi cers whisk'ers
[Illustration: Tigress carrying cub away from tent.
Playing card scattered on ground.]
THE TIGER.
1. The tiger is a giant cat. His body is nearly covered with black stripes.
2. Unlike the lion, he runs so fast that the swiftest horse can not overtake him. He goes over the ground by making bounds or springs, one after another.
3. By night, as well as by day, the tiger watches for his prey. With a frightful roar, he will seize a man, and carry him off.
4. Have you ever thought what use whiskers are to cats? Lions have great whiskers, and so have tigers and all other animals of the cat kind.
5. Whenever you find an animal with whiskers like the cat's, you may be sure that animal steals softly among branches and thick bushes.
6. By the slightest touch on the tiger's whiskers, he knows when there is anything in his road.
7. A few years ago, some English officers went out to hunt. When coming home from their day's sport, they found a little tiger kitten.
8. They took it with them and tied it, with a collar and chain, to the pole of their tent. It played about, to the delight of all who saw it.
9. One evening, just as it was growing dark, they heard a sound that frightened them greatly. It was the roar of a tiger.
10. The kitten pulled at the chain, and tried to break away. With a sharp cry, it answered the voice outside.
11. All at once, a large tigress bounded into the middle of the tent. She caught her kitten by the neck, and broke the chain which bound it.
12. Then turning to the door of the tent, she dashed away as suddenly as she had come.