Chapter I: Part 1

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.

There is no text version because much of the material uses specialized characters that have no ASCI equivalent. Wherever possible the "ASCI" text has been converted.

The "non-ASCI" text remains as images. The "non-ASCI" text is approximated in text boxes to right of the image, as are script images.

The form of contractions includes a space. The contemporary word "don't" was rendered as "do n't".

The author, not listed in the text is William Holmes McGuffey.

Don Kostuc

ECLECTIC EDUCATIONAL SERIES.

MCGUFFEY'S(R)

THIRD

ECLECTIC READER.

REVISED EDITION.

McGuffey Editions and Colophon are Trademarks of

JOHN WILEY & SONS, INC.

NEW YORK--CHICHESTER--WEINHEIM--BRISBANE--SINGAPORE--TORONTO

The long continued popularity of MCGUFFEY'S READERS is sufficient evidence of the positive merits of the books. The aim of this revision has been to preserve unimpaired the distinctive features of the series, and at the same time to present the matter in a new dress, with new type, new illustrations, and with a considerable amount of new matter. Spelling exercises are continued through the first half of the THIRD READER. These exercises, with those furnished in the two lower books, are exhaustive of the words employed in the reading lessons. Words are not repeated in the vocabularies. In the latter half of the book, definitions are introduced. It is hoped that the teacher will extend this defining exercise to all the words of the lesson liable to be misunderstood. The child should define the word in his own language sufficiently to show that he has a mastery of the word in its use. Drills in articulation and emphasis should be given with every lesson. The essentials of good reading are not to be taught by one or two lessons. Constant drill on good exercises, with frequent exhibitions of the correct method from the teacher, will be found more effectual than any form prescribed in type. If the pupils are not familiar with the diacritical marks, they should be carefully taught; such instruction constitutes an excellent drill on articulation, and enables the pupils to use the dictionary with intelligence. Copyright, 1879, by VAN ANTWERP, BRAGG & Co. Copyright, 1896, by AMERICAN BOOK COMPANY. Copyright, 1907 and 1920, by H. H. VAIL. (ii) MG 30 60 REV. EP 308

CONTENTS

INTRODUCTORY MATTER PAGE. ARTICULATION 5 EMPHASIS 10 PUNCTUATION 11

SELECTIONS IN PROSE AND POETRY.

LESSON 1. The Shepherd Boy 13 2. Johnny's First Snowstorm 15 3. Let It rain 18 4. Castle-building 20 5. Castle-building 22 6. Lend a Hand (Script) 25 7. The Truant 27 8. The White Kitten 29 9. The Beaver 31 10. The Young Teacher 34 11. The Blacksmith 38 12. A Walk in the Garden 39 13. The Wolf 42 14. The Little Bird's Song 44 15. Harry and Annie 46 16. Bird Friends 48 17. What the Minutes say 51 18. The Widow and the Merchant 52 19. The Birds Set Free 54 20. A Moment too Late 66 21. Humming Birds 67 22. The Wind and the Sun 59 23. Sunset (Script) 61 24. Beautiful Hands 52 25. Things to Remember 65 26. Three Little Mice 67 Z7. The New Year 69 28. The Clock and the Sundial 72 29. Remember 74 (iii)

iv CONTENTS.

LESSON PAGE. 30. Courage and Cowardice 76 31. Weighing an Elephant 78 32. The Soldier 82 33. The Echo 83 34. George's Feast 86 35. The Lord's Prayer 90 An Evening: Prayer (Script.) 91 36. Finding the Owner 92 37. Bats 95 38. A Summer Day 98 39. I will Think of It 101 40. Charlie and Rob 104 41. Ray and his Kite 107 42. Beware of the First Drink 111 43. Speak Gently 114 44. The Seven Sticks 115 45. The Mountain Sister 117 46. Harry and the Guidepost 121 47. The Money Amy didn't Earn 123 48. Who Made the Stars? 126 49. Deeds of Kindness 128 50. The Alarm Clock 130 51. Spring 132 52. True Courage 134 53. The Old Clock 137 54. The Waves 139 55. Don't Kill the Birds 143 56. When to Say No 144 57. Which Loved Best? 146 58. John Carpenter 147 59. Persevere 151 60. The Contented Boy 151 61. Little Gustava 156 62. The Insolent Boy 158 63. We are Seven 163 64. Mary's Dime 167 65. Mary Dow 169 66. The Little Loaf 172 67. Susie and Rover 174 68. The Violet. 178 69. No Crown for Me 180 70. Young Soldiers 184 71. How Willie Got out of the Shaft 187 72. The Pert Chicken 191 73. Indian Corn 193 74. The Snowbird's Song 197 75. Mountains 200 76. A Child's Hymn 203 77. Holding the Fort 204 78. The Little People 207 79. Good Night 208

INTRODUCTION.

ARTICULATION.

A distinct articulation can only be gained by constant and careful practice of the elementary sounds. Whenever a word is imperfectly enunciated, the teacher should call attention to the sounds composing the spoken word. If the pupil fails to sound any element correctly, as in the case of lisping, the fault can be overcome by calling attention to the correct position of the organs of speech, and insisting upon exact execution. Except in case of malformation of these organs, every pupil should sound each element correctly before such drill should cease.

TABLE OF VOCALS.

LONG SOUNDS.

6 ECLECTIC SERIES,

SHORT SOUNDS.

DIPHTHONGS.

TABLE OF SUBVOCALS.

TABLE OF ASPIRATES.

THIRD READER. 7

NOTE.-The above forty-five sounds are those most employed in the English language. Some of these sounds are represented by other letters, as shown in the following table.

TABLE OF SUBSTITUTES.

EXERCISES IN ARTICULATION.

The following exercises may be used for drill after the tables are fully understood. Pronounce the word first; then, the sound indicated.

8 ECLECTIC SERIES.

EXERCISE I.

THIRD READER. 9

10 ECLECTIC SERIES.

EMPHASIS.

NOTE.--If the pupil has received proper oral instruction, he has been taught to understand what he has read, and has already acquired the habit of emphasizing words. He is now prepared for a more formal introduction to the SUBJECT of emphasis, and for more particular attention to its first PRINCIPLES. This lesson, and the examples given, should be repeatedly practiced. In reading and in talking, we always speak some words with more force than others. We do this, because the meaning of what we say depends most upon these words. If I wish to know whether it is George or his brother who is sick, I speak the words George and brother with more force than the other words. I say, Is it George or his brother who is sick? This greater force with which we speak the words is called EMPHASIS. The words upon which emphasis is put, are sometimes printed in slanting letters, called Italics,* and sometimes in CAPITALS. The words printed in Italics in the following questions and answers, should be read with more force than the other words, that is, with emphasis. Did you ride to town yesterday? No, my brother, did. Did yon ride to town yesterday? No, I walked.

* Italics are also used for other purposes, though most frequently for emphasis.

THIRD READER. 11

Did you ride to town yesterday? No, I went into the country. Did you ride to town yesterday? No, I went the day before. Have you seen James or John lately? I have seen James, but not John. Did you say there were four eggs in the nest, or three? There were only three eggs, not four. Were the eggs white or blue? The eggs were white, not blue. Had the boy a hat on his head, or a cap? He had a cap on, not a hat.

PUNCTUATION.

Punctuation should be thoroughly studied by the pupil, in order that he may become perfectly familiar with the marks and pauses found in the reading lessons of this volume.

MARKS AND PAUSES.

These marks are used to point off written or printed matter into sentences and parts of sentences, and thus to assist the reader in obtaining the meaning of the writer. They seldom indicate the length of the pause to be made; this must be determined by the sense. A Hyphen (-) is used between syllables in a word divided at the end of a line; as, "be-cause," "ques-tion," and between the parts of a compound word; as, Rocking-chair, good-by.

12 ECLECTIC SERIES.

The Comma (,), Semicolon (;), and Colon (:) mark grammatical divisions in a sentence; as, God is good; for he gives us all things. Be wise to-day, my child: 't is madness to defer.

A Period (.) is placed at the end of a sentence; as, God is love. Life is short. Or is used after an abbreviation; as, Dr. Murphy. Jan. 10, 1879.

An Interrogation Point (?) denotes a question; as, Has he come? Who are you?

An Exclamation Point (!) denotes strong feeling; as, O Absalom! my son! my son!

The Dash (--) is used where there is a sudden break or pause in a sentence; as, The truth has power--such is God's will--to make us better.

Quotation Marks (" ") denote the words of another; as, God said, "Let there be light."

An Apostrophe (') denotes that a letter or letters are left out; as, O'er, for over; 't is, for it is. And is also used to show ownership; as, The man's hat. Helen's book.

MCGUFFEY'S

THIRD READER.

LESSON I.

THE SHEPHERD BOY.

1. Little Roy led his sheep down to pasture, And his cows, by the side of the brook;

(13)

14 ECLECTIC SERIES.

But his cows never drank any water,
And his sheep never needed a crook.

2. For the pasture was gay as a garden,
And it glowed with a flowery red;
But the meadows had never a grass blade,
And the brooklet--it slept in its bed:

3. And it lay without sparkle or murmur,
Nor reflected the blue of the skies;
But the music was made by the shepherd,
And the sparkle was all in his eyes.

4. Oh, he sang like a bird in the summer!
And, if sometimes you fancied a bleat,
That, too, was the voice of the shepherd,
And not of the lambs at his feet.

5. And the glossy brown cows were so gentle
That they moved at the touch of his hand
O'er the wonderful, rosy-red meadow,
And they stood at the word of command.

6. So he led all his sheep to the pasture,
And his cows, by the side of the brook;
Though it rained, yet the rain never pattered
O'er the beautiful way that they took.

7. And it was n't in Fairyland either,
But a house in the midst of the town,
Where Roy, as he looked from the window,
Saw the silvery drops trickle down.

THIRD READER. 15

8. For his pasture was only a table,
With its cover so flowery fair,
And his brooklet was just a green ribbon,
That his sister had lost from her hair.

9. And his cows were but glossy horse-chestnuts,
That had grown on his grandfather's tree;
And his sheep only snowy-white pebbles,
He had brought from the shore of the sea.

10. And at length when the shepherd was weary,
And had taken his milk and his bread,
And his mother had kissed him and tucked him,
And had bid him "good night" in his bed;

11. Then there entered his big brother Walter,
While the shepherd was soundly asleep,
And he cut up the cows into baskets,
And to jackstones turned all of the sheep.

Emily S. Oakey.

LESSON II.

JOHNNY'S FIRST SNOWSTORM.

1. Johnny Reed was a little boy who never had seen a snowstorm till he was six years old. Before this, he had lived in a warm country, where the sun shines down on beautiful

16 ECLECTIC SERIES. orange groves, and fields always sweet with flowers. 2. But now he had come to visit his grandmother, who lived where the snow falls in winter. Johnny was standing at the window when the snow came down.

3. "O mamma!" he cried, joyfully, "do come quick, and see these little white birds flying down from heaven." 4. "They are not birds, Johnny," said mamma, smiling. 5. "Then maybe the little angels are losing their feathers! Oh! do tell me what it is; is it sugar? Let me taste it," said

THIRD READER. 17 Johnny. But when he tasted it, he gave a little jump--it was so cold. 6. "That is only snow, Johnny," said his mother. 7. "What is snow, mother?" 8. "The snowflakes, Johnny, are little drops of water that fall from the clouds. But the air through which they pass is so cold it freezes them, and they come down turned into snow." 9. As she said this, she brought out an old black hat from the closet. "See, Johnny! I have caught a snowflake on this hat. Look quick through this glass, and you will see how beautiful it is." 10. Johnny looked through the glass. There lay the pure, feathery snowflake like a lovely little star. 11. "Twinkle, twinkle, little star!" he cried in delight. "Oh! please show me more snow-flakes, mother." 12. So his mother caught several more, and they were all beautiful. 13. The next day Johnny had a fine play in the snow, and when he carne in, he said, "I love snow; and I think snowballs are a great deal prettier than oranges."

3,

18 ECLECTIC SERIES.

LESSON III.

LET IT RAIN.

Rose. See how it rains! Oh dear, dear, dear! how dull it is! Must I stay in doors all day? Father. Why, Rose, are you sorry that you had any bread and butter for breakfast, this morning? Rose. Why, father, what a question! I should be sorry, indeed, if I could not get any. Father. Are you sorry, my daughter, when you see the flowers and the trees growing in the garden? Rose. Sorry? No, indeed. Just now, I wished very much to go out and see them,--they look so pretty. Father. Well, are you sorry when you see the horses, cows, or sheep drinking at the brook to quench their thirst? Rose. Why, father, you must think I am a cruel girl, to wish that the poor horses that work so hard, the beautiful cows that

THIRD READER. 19 give so much nice milk, and the pretty lambs should always be thirsty. Father. Do you not think they would die, if they had no water to drink? Rose. Yes, sir, I am sure they would. How shocking to think of such a thing! Father. I thought little Rose was sorry it rained. Do you think the trees and flowers would grow, if they never had any water on them? Rose. No, indeed, father, they would be dried up by the sun. Then we should not have any pretty flowers to look at, and to make wreaths of for mother. Father. I thought you were sorry it rained. Rose, what is our bread made of? Rose. It is made of flour, and the flour is made from wheat, which is ground in the mill. Father. Yes, Rose, and it was rain that helped to make the wheat grow, and it was water that turned the mill to grind the wheat. I thought little Rose was sorry it rained. Rose. I did not think of all these things, father. I am truly very glad to see the rain falling.

20 ECLECTIC SERIES.

LESSON IV.

CASTLE-BUILDING.

1. "O pussy!" cried Herbert, in a voice of anger and dismay, as the blockhouse he was building fell in sudden ruin. The playful cat had rubbed against his mimic castle,

THIRD READER. 21 and tower and wall went rattling down upon the floor. 2. Herbert took up one of the blocks and threw it fiercely at pussy. Happily, it passed over her and did no harm. His hand was reaching for another block, when his little sister Hetty sprang toward the cat, and caught her up. 3. "No, no, no!" said she, "you sha'n't hurt pussy! She did n't mean to do it!" 4. Herbert's passion was over quickly, and, sitting down upon the floor, he covered his face with his hands, and began to cry. 5. "What a baby!" said Joe, his elder brother, who was reading on the sofa. "Crying over spilled milk does no good. Build it up again." 6. "No, I won't," said Herbert, and he went on crying. 7. "What's all the trouble here?" exclaimed papa, as he opened the door and came in. 8. "Pussy just rubbed against Herbert's castle, and it fell down," answered Hetty. "But she did n't mean to do it; she did n't know it would fall, did she, papa?" 9. "Why, no! And is that all the trouble?"

22 ECLECTIC SERIES. 10. "Herbert!" his papa called, and held out his hands. "Come." The little boy got up from the floor, and came slowly, his eyes full of tears, and stood by his father. 11. "There is a better way than this, my boy," said papa. "If you had taken that way, your heart would have been light already. I should have heard you singing over your blocks instead of crying. Shall I show you that way?" 12. Herbert nodded his head, and papa sat down on the floor by the pile of blocks, with his little son by his side, and began to lay the foundation for a new castle.

LESSON V.

CASTLE-BUILDING. (CONCLUDED)

1. Soon, Herbert was as much interested in castle-building as he had been a little while before. He began to sing over his work. All his trouble was gone.

THIRD READER. 23 2. "This is a great deal better than crying, is n't it?" said papa. 3. "Crying for what?" asked Herbert, forgetting his grief of a few minutes before. 4. "Because pussy knocked your castle over." 5. "Oh!" A shadow flitted across his face, but was gone in a moment, and he went on building as eagerly as ever. 6. "I told him not to cry over spilled milk," said Joe, looking down from his place on the sofa. 7. "I wonder if you did n't cry when your kite string broke," retorted Herbert. 8. "Losing a kite is quite another thing," answered Joe, a little dashed. "The kite was gone forever; but your blocks were as good as before, and you had only to build again." 9. "I do n't see," said papa, "that crying was of any more use in your case then in Herbert's. Sticks and paper are easily found, and you had only to go to work and make another kite." Joe looked down at his book, and went on reading. By this time the castle was finished. 10. "It is ever so much nicer than the one

24 ECLECTIC SERIES. pussy knocked down," said Hetty. And so thought Herbert, as he looked at it proudly from all sides. 11. "If pussy knocks that down, I'll-" 12. "Build it up again," said papa, finishing the sentence for his little boy.

13. "But, papa, pussy must not knock my castles down. I can't have it," spoke out Herbert, knitting his forehead. 14. "You must watch her, then. Little boys, as well as grown up people, have to be often on their guard. If you go into the street, you have to look out for the carriages, so as not to be run over, and you have to keep out of people's way. 15. "In the house, if you go about heedlessly, you will be very apt to run against some one. I have seen a careless child dash suddenly into a room just as a servant was leaving it with a tray of dishes in her hands. A crash followed."

THIRD READER. 25 16. "It was I, was n't it?" said Hetty. 17. "Yes, I believe it was, and I hope it will never happen again." 18. Papa now left the room, saying, "I do n't want any more of this crying over spilled milk, as Joe says. If your castles get knocked down, build them up again."

LESSON VI.

LEND A HAND.

26 ECLECTIC SERIES.

THIRD READER. 27

LESSON VII.

THE TRUANT. 1. James Brown was ten years old when his parents sent him to school. It was not far from his home, and therefore they sent him by himself. 2. But, instead of going to school, he was in the habit of playing truant. He would go into the fields, or spend his time with idle boys. 3. But this was not all. When he went home, he would falsely tell his mother that he had been to school, and had said his lessons very well. 4. One fine morning, his mother told James to make haste home from school, for she wished, after he had come back, to take him to his aunt's. 5. But, instead of minding her, he went off to the water, where there were some boats. There he met plenty of idle boys. 6. Some of these boys found that James

28 ECLECTIC SERIES, had money, which his aunt had given him; and he was led by them to hire a boat, and to go with them upon the water. 7. Little did James think of the danger into which he was running. Soon the wind began to blow, and none of them knew how to manage the boat.

8. For some time, they struggled against the wind and the tide. At last, they became so tired that they could row no longer. 9. A large wave upset the boat, and they were all thrown into the water. Think of James Brown, the truant, at this time! 10. He was far from home, known by no one. His parents were ignorant of his danger.

THIRD READER. 29 He was struggling in the water, on the point of being drowned. 11. Some men, however, saw the boys, and went out to them in a boat. They reached them just in time to save them from a watery grave. 12. They were taken into a house, where their clothes were dried. After a while, they were sent home to their parents. 13. James was very sorry for his conduct, and he was never known to be guilty of the same thing again. 14. He became regular at school, learned to attend to his books, and, above all, to obey his parents perfectly.

LESSON VIII.

THE WHITE KITTEN.

1. My little white kitten's asleep on my knee; As white as the snow or the lilies is she; She wakes up with a pur When I stroke her soft fur: Was there ever another white kitten like her?

30 ECLECTIC SERIES.

2. My little white kitten now wants to go out And frolic, with no one to watch her about; "Little kitten," I say, "Just an hour you may stay, And be careful in choosing your places to play."

3. But night has come down, when I hear a loud "mew;" I open the door, and my kitten comes through; My white kitten! ah me! Can it really be she-- This ill-looking, beggar-like cat that I see?

4. What ugly, gray streaks on her side and her back! Her nose, once as pink as a rosebud, is black! Oh, I very well know, Though she does not say so, She has been where white kittens ought never to go.

THIRD READER. 31

5. If little good children intend to do right, If little white kittens would keep themselves white, It is needful that they Should this counsel obey, And be careful in choosing their places to play.

LESSON IX.

THE BEAVER.

1. The beaver is found chiefly in North America. It is about three and a half feet long, including the flat, paddle- shaped tail, which is a foot in length. 2. The long, shining hair on the back is chestnut-colored, while the fine, soft fur that lies next the skin, is grayish brown. 3. Beavers build themselves most curious huts to live in, and quite frequently a great number of these huts are placed close together, like the buildings in a town. 4. They always build their huts on the banks of rivers or lakes, for they swim much

32 ECLECTIC SERIES. more easily than they walk, and prefer moving about in the water. 5. When they build on the bank of a running stream, they make a dam across the stream for the purpose of keeping the water at the height they wish. 6. These dams are made chiefly of mud, and stones, and the branches of trees. They are sometimes six or seven hundred feet in length, and are so constructed that they look more like the work of man than of little dumb beasts. 7. Their huts are made of the same material as the dams, and are round in shape. The walls are very thick, and the roofs are finished off with a thick layer of mud, sticks, and leaves. 8. They commence building their houses late in the summer, but do not get them finished before the early frosts. The freezing makes them tighter and stronger. 9. They obtain the wood for their dams and huts by gnawing through the branches of trees, and even through the trunks of small ones, with their sharp front teeth. They peel off the bark, and lay it up in store for winter food.

THIRD READER. 33 10. The fur of the beaver is highly prized. The men who hunt these animals are called trappers. 11. A gentleman once saw five young beavers playing. They would leap on the trunk of a tree that lay near a beaver dam, and would push one another off into the water.

12. He crept forward very cautiously, and was about to fire on the little creatures; but their amusing tricks reminded him so much of some little children he knew at home, that he thought it would be inhuman to kill them. So he left them without even disturbing their play.

3,3

34 ECLECTIC SERIES.

LESSON X.

THE YOUNG TEACHER.

1. Charles Rose lived in the country with his father, who taught him to read and to write. 2. Mr. Rose told his son that, when his morning lessons were over, he might amuse himself for one hour as he pleased. 3. There was a river near by. On its bank stood the hut of a poor fisherman, who lived by selling fish. 4. His careful wife kept her wheel going early and late. They both worked very hard to keep themselves above want. 5. But they were greatly troubled lest their only son should never learn to read and to write. They could not teach him themselves, and they were too poor to send him to school. 6. Charles called at the hut of this fisherman one day, to inquire about his dog, which was missing.

THIRD READER. 35 7. He found the little boy, whose name was Joe, sitting by the table, on which he was making marks with a piece of chalk. Charles asked him whether he was drawing pictures.

8. "No, I am trying to write," said little Joe, "but I know only two words. Those I saw upon a sign, and I am trying to write them." 9. "If I could only learn to read and write," said he, "I should be the happiest boy in the world."

36 ECLECTIC SERIES. 10. "Then I will make you happy," said Charles. "I am only a little boy, but I can teach you that. 11. "My father gives me an hour every day for myself. Now, if you will try to learn, you shall soon know how to read and to write." 12. Both Joe and his mother were ready to fall on their knees to thank Charles. They told him it was what they wished above all things. 13. So, on the next day when the hour came, Charles put his book in his pocket, and went to teach Joe. Joe learned very fast, and Charles soon began to teach him how to write. 14. Some time after, a gentleman called on Mr. Rose, and asked him if he knew where Charles was. Mr. Rose said that he was taking a walk, he supposed. 15. "I am afraid," said the gentleman, "that he does not always amuse himself thus. I often see him go to the house of the fisherman. I fear he goes out in their boat." 16. Mr. Rose was much troubled. He had told Charles that he must never venture on the river, and he thought he could trust him.

THIRD READER. 37 17. The moment the gentleman left, Mr. Rose went in search of his son. He went to the river, and walked up and down, in hope of seeing the boat. 18. Not seeing it, he grew uneasy. He thought Charles must have gone a long way off. Unwilling to leave without learning something of him, he went to the hut. 19. He put his head in at the window, which was open. There a pleasant sight met his eyes. 20. Charles was at the table, ruling a copybook Joe was reading to him, while his mother was spinning in the corner. 21. Charles was a little confused. He feared his father might not be pleased; but he had no need to be uneasy, for his father was delighted. 22. The next day, his father took him to town, and gave him books for himself and Joe, with writing paper, pens, and ink. 23. Charles was the happiest boy in the world when he came home. He ran to Joe, his hands filled with parcels, and his heart beating with joy.

38 ECLECTIC SERIES.

LESSON XI.

THE BLACKSMITH.

1. Clink, clink, clinkerty clink! We begin to hammer at morning's blink, And hammer away Till the busy day, Like us, aweary, to rest shall sink.

2. Clink, clink, clinkerty clink! From labor and care we never will shrink; But our fires we'll blow Till our forges glow With light intense, while our eyelids wink.

THIRD READER. 39

3. Clink, clink, clinkerty clink; The chain we'll forge with many a link. We'll work each form While the iron is warm, With strokes as fast as we can think.

4. Clink, clink, clinkerty clink! Our faces may be as black as ink, But our hearts are true As man ever knew, And kindly of all we shall ever think.

LESSON XII.

A WALK IN THE GARDEN.

1. Frank was one day walking with his mother, when they came to a pretty garden. Frank looked in, and saw that it had clean gravel walks, and beds of beautiful flowers all in bloom. 2. He called to his mother, and said, "Mother, come and look at this pretty garden. I wish I might open the gate, and walk in."

40 ECLECTIC SERIES. 3. The gardener, being near, heard what Frank said, and kindly invited him and his mother to come into the garden. 4. Frank's mother thanked the man. Turning to her son, she said, "Frank, if I take you to walk in this garden, you must take care not to meddle with anything in it."

5. Frank walked along the neat gravel paths, and looked at everything, but touched nothing that he saw. 6. He did not tread on any of the borders, and was careful that his clothes should not brush the tops of the flowers, lest he might break them.

THIRD READER. 41 7. The gardener was much pleased with Frank, because he was so careful not to do mischief. He showed him the seeds, and told him the name of many of the flowers and plants. 8. While Frank was admiring the beauty of a flower, a boy came to the gate, and finding it locked, he shook it hard. But it would not open. Then he said, "Let me in; let me in; will you not let me in this garden?" 9. "No, indeed," said the gardener, "I will not let you in, I assure you; for when I let you in yesterday, you meddled with my flowers, and pulled some of my rare fruit. I do not choose to let a boy into my garden who meddles with the plants." 10. The boy looked ashamed, and when he found that the gardener would not let him in, he went slowly away. 11. Frank saw and felt how much happier a boy may be by not meddling with what does not belong to him. 12. He and his mother then continued their walk in the garden, and enjoyed the day very much. Before they left, the gardener gave each of them some pretty flowers.

42 ECLECTIC SERIES.

LESSON XIII.

THE WOLF. 1. A boy was once taking care of some sheep, not far from a forest. Near by was a village, and he was told to call for help if there was any danger. 2. One day, in order to have some fun, he cried out, with all his might, "The wolf is coming! the wolf is coming!" 3. The men came running with clubs and axes to destroy the wolf. As they saw nothing they went home again, and left John laughing in his sleeve. 4. As he had had so much fun this time, John cried out again, the next day, "The wolf! the wolf!" 5. The men came again, but not so many as the first time. Again they saw no trace of the wolf; so they shook their heads, and went back. 6. On the third day, the wolf came in earnest. John cried in dismay, "Help! help!

THIRD READER. 43 the wolf! the wolf!" But not a single man came to help him. 7. The wolf broke into the flock, and killed

a great many sheep. Among them was a beautiful lamb, which belonged to John. 8. Then he felt very sorry that he had deceived his friends and neighbors, and grieved over the loss of his pet lamb.

The truth itself is not believed, From one who often has deceived.

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LESSON XIV.

THE LITTLE BIRD'S SONG.

1. A little bird, with feathers brown, Sat singing on a tree; The song was very soft and low, But sweet as it could be.

2. The people who were passing by, Looked up to see the bird

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That made the sweetest melody That ever they had heard. 3. But all the bright eyes looked in vain; Birdie was very small, And with his modest, dark-brown coat, He made no show at all. 4. "Why, father," little Gracie said "Where can the birdie be? If I could sing a song like that, I'd sit where folks could see." 5. "I hope my little girl will learn A lesson from the bird, And try to do what good she can, Not to be seen or heard. 6. "This birdie is content to sit Unnoticed on the way, And sweetly sing his Maker's praise From dawn to close of day. 7. "So live, my child, all through your life, That, be it short or long, Though others may forget your looks, They'll not forget your song."

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LESSON XV.

HARRY AND ANNIE. 1. Harry and Annie lived a mile from town, but they went there to school every day. It was a pleasant walk down the lane, and through the meadow by the pond. 2. I hardly know whether they liked it better in summer or in winter. They used to pretend that they were travelers exploring a new country, and would scatter leaves on

THIRD READER. 47 the road that they might find their way back again. 3. When the ice was thick and firm, they went across the pond. But their mother did not like to have them do this unless some one was with them. 4. "Do n't go across the pond to-day, children," she said, as she kissed them and bade them good-by one morning; "it is beginning to thaw." 5. "All right, mother," said Harry, not very good- naturedly, for he was very fond of running and sliding on the ice. When they came to the pond, the ice looked hard and safe. 6. "There," said he to his sister, "I knew it had n't thawed any. Mother is always afraid we shall be drowned. Come along, we will have a good time sliding. The school bell will not ring for an hour at least." 7. "But you promised mother," said Annie. 8. "No, I did n't. I only said 'All right,' and it is all right." 9. "I did n't say anything; so I can do as I like," said Annie. 10. So they stepped on the ice, and started to go across the pond. They had not gone

48 ECLECTIC SERIES. far before the ice gave way, and they fell into the water. 11. A man who was at work near the shore, heard the screams of the children, and plunged into the water to save them. Harry managed to get to the shore without any help, but poor Annie was nearly drowned before the man could reach her. 12. Harry went home almost frozen, and told his mother how disobedient he had been. He remembered the lesson learned that day as long as he lived.

LESSON XVI.

BIRD FRIENDS. 1. I once knew a man who was rich in his love for birds, and in their love for him. He lived in the midst of a grove full of all kinds of trees. He had no wife or children in his home. 2. He was an old man with gray beard, blue and kind eyes, and a voice that the

THIRD READER. 49 birds loved; and this was the way he made them his friends. 3. While he was at work with a rake on his nice walks in the grove, the birds came

close to him to pick up the worms in the fresh earth he dug up. At first, they kept a rod or two from him, but they soon found he was a kind man, and would not hurt them, but liked to have them near him. 3. 4.

50 ECLECTIC SERIES. 4. They knew this by his kind eyes and voice, which tell what is in the heart. So, day by day their faith in his love grew in them. 5. They came close to the rake. They would hop on top of it to be first at the worm. They would turn up their eyes into his when he spoke to them, as if they said, "He is a kind man; he loves us; we need not fear him." 6. All the birds of the grove were soon his fast friends. They were on the watch for him, and would fly down from the green tree tops to greet him with their chirp. 7. When he had no work on the walks to do with his rake or his hoe, he took crusts of bread with him, and dropped the crumbs on the ground. Down they would dart on his head and feet to catch them as they fell from his hand. 8 He showed me how they loved him. He put a crust of bread in his mouth, with one end of it out of his lips. Down they came like bees at a flower, and flew off with it crumb by crumb. 9. When they thought he slept too long in the morning, they would fly in and sit

THIRD READER. 51 on the bedpost, and call him up with their chirp. 10. They went with him to church, and while he said his prayers and sang his hymns in it, they sat in the trees, and sang their praises to the same good God who cares for them as he does for us. 11. Thus the love and trust of birds were a joy to him all his life long; and such love and trust no boy or girl can fail to win with the same kind heart, voice, and eye that he had.

Adapted from Elihu Burritt.

LESSON XVII.

WHAT THE MINUTES SAY.

1. We are but minutes--little things! Each one furnished with sixty wings, With which we fly on our unseen track, And not a minute ever comes back.

2. We are but minutes; use us well, For how we are used we must one day tell. Who uses minutes, has hours to use; Who loses minutes, whole years must lose.

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LESSON XVIII.

THE WIDOW AND THE MERCHANT. 1. A merchant, who was very fond of music, was asked by a poor widow to give her some assistance. Her husband, who was a musician, had died, and left her very poor indeed. 2. The merchant saw that the widow and her daughter, who was with her, were in great

THIRD READER. 53 distress. He looked with pity into their pale faces, and was convinced by their conduct that their sad story was true. 3. "How much do you want, my good woman?" said the merchant. 4. "Five dollars will save us," said the poor widow, with some hesitation. 5. The merchant sat down at his desk, took a piece of paper, wrote a few lines on it, and gave it to the widow with the words, "Take it to the bank you see on the other side of the street." 6. The grateful widow and her daughter, without stopping to read the note, hastened to the bank. The banker at once counted out fifty dollars instead of five, and passed them to the widow. 7. She was amazed when she saw so much money. "Sir, there is a mistake here," she said. "You have given me fifty dollars, and I asked for only five." 8. The banker looked at the note once more, and said, "The check calls for fifty dollars." 9. "It is a mistake--indeed it is," said the widow. 10. The banker then asked her to wait

54 ECLECTIC SERIES. a few minutes, while he went to see the merchant who gave her the note. 11. "Yes." said the merchant, when he had heard the banker's story, "I did make a mistake. I wrote fifty instead of five hundred. Give the poor widow five hundred dollars, for such honesty is poorly rewarded with even that sum." LESSON XIX.

THE BIRDS SET FREE. 1. A man was walking one day through a large city. On a street corner he saw a boy with a number of small birds for sale, in a cage. 2. He looked with sadness upon the little prisoners flying about the cage, peeping through the wires, beating them with their wings, and trying to get out. 3. He stood for some time looking at the birds. At last he said to the boy, "How much do you ask for your birds?"

THIRD READER. 55 4. "Fifty cents apiece, sir," said the boy. "I do not mean how much apiece," said the man, "but how much for all of them? I want to buy them all." 5. The boy began to count, and found they came to five dollars. "There is your money,"

said the man. The boy took it, well pleased with his morning's trade. 6. No sooner was the bargain settled than the man opened the cage door, and let all the birds fly away. 7. The boy, in great surprise, cried, "What did you do that for, sir? You have lost all your birds."

56 ECLECTIC SERIES. 8. "I will tell you why I did it," said the man. "I was shut up three years in a French prison, as a prisoner of war, and I am resolved never to see anything in prison which I can make free." LESSON XX.

A MOMENT TOO LATE.

1. A moment too late, my beautiful bird, A moment too late are you now; The wind has your soft, downy nest disturbed-- The nest that you hung on the bough.

2. A moment too late; that string in your bill, Would have fastened it firmly and strong; But see, there it goes, rolling over the hill! Oh, you staid a moment too long.

3. A moment, one moment too late, busy bee; The honey has dropped from the flower: No use to creep under the petals and see; It stood ready to drop for an hour.

4. A moment too late; had you sped on your wing, The honey would not have been gone;

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Now you see what a very, a very sad thing 'T is to stay a moment too long.

5. Little girl, never be a moment too late, It will soon end in trouble or crime; Better be an hour early, and stand and wait, Than a moment behind the time.

6. If the bird and the bee, little boy, were too late, Remember, as you play along On your way to school, with pencil and slate, Never stay a moment too long.

LESSON XXI.

HUMMING BIRDS. 1. The most beautiful humming birds are found in the West Indies and South America. The crest of the tiny head of one of these shines like a sparkling crown of colored light. 2. The shades of color that adorn its breast, are equally brilliant. As the bird

58 ECLECTIC SERIES. flits from one object to another, it looks more like a bright flash of sunlight than it does like a living being. 3. But, you ask, why are they called humming birds? It is because they make a soft, humming noise by the rapid motion of their wings--a motion so rapid, that as they fly you can only see that they have wings. 4. One day when walking in the woods, I found the nest of one of the smallest humming birds. It was about half the size of a very small hen's egg, and

THIRD READER. 59 was attached to a twig no thicker than a steel knitting needle. 5. It seemed to have been made of cotton fibers, and was covered with the softest bits of leaf and bark. It had two eggs in it, quite white, and each about as large as a small sugarplum. 6. When you approach the spot where one of these birds has built its nest, it is necessary to be careful. The mother bird will dart at you and try to peck your eyes. Its sharp beak may hurt your eyes most severely, and even destroy the sight. 7. The poor little thing knows no other way of defending its young, and instinct teaches it that you might carry off its nest if you could find it.

LESSON XXII.

THE WIND AND THE SUN. A FABLE. 1. A dispute once arose between the Wind and the Sun, as to which was the stronger.

60 ECLECTIC SERIES. 2. To decide the matter, they agreed to try their power on a traveler. That party which should first strip him of his cloak, was to win the day. 3. The Wind began. He blew a cutting blast, which tore up the mountain oaks by their roots, and made the whole forest look like a wreck. 4. But the traveler, though at first he could scarcely keep his cloak on his back, ran under a hill for shelter, and buckled his mantle about him more closely. 5. The Wind having thus tried his utmost power in vain, the Sun began. 6. Bursting through a thick cloud, he darted his sultry beams so forcibly upon the traveler's head, that the poor fellow was almost melted. 7. "This," said he, "is past all bearing. It is so hot, that one might as well be in an oven." 8. So he quickly threw off his cloak, and went into the shade of a tree to cool himself. 9. This fable teaches us, that gentle means will often succeed where forcible ones will fail.

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LESSON XXIII.

SUNSET.

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LESSON XXIV.

BEAUTIFUL HANDS. 1. "O Miss Roberts! what coarse-looking hands Mary Jessup has!" said Daisy Marvin, as she walked home from school with her teacher.

THIRD READER. 63 2. "In my opinion, Daisy, Mary's hands are the prettiest in he class." 3. "Why, Miss Roberts, they are as red and hard as they can be. How they would look if she were to try to play on a piano!" exclaimed Daisy. 4. Miss Roberts took Daisy's hands in hers, and said, "Your hands are very soft and white, Daisy--just the hands to look beautiful on a piano; yet they lack one beauty that Mary's hands have. Shall I tell you what the difference is?" 5. "Yes, please, Miss Roberts." 6. "Well, Daisy, Mary's hands are always busy. They wash dishes; they make fires; they hang out clothes, and help to wash them, too; they sweep, and dust, and sew; they are always trying to help her poor, hard-working mother. 7. "Besides, they wash and dress the children; they mend their toys and dress their dolls; yet, they find time to bathe the head of the little girl who is so sick in the next house to theirs. 8. "They are full of good deeds to every living thing. I have seen them patting the tired horse and the lame dog in the street.

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They are always ready to help those who need help." 9. "I shall never think Mary's hands are ugly any more, Miss Roberts." 10. "I am glad to hear you say that, Daisy; and I must tell you that they are beautiful because they do their work gladly and cheerfully." 11. "O Miss Roberts! I feel so ashamed of myself, and so sorry," said Daisy, looking into her teacher's face with tearful eyes.

THIRD READER. 65 12. "Then, my dear, show your sorrow by deeds of kindness. The good alone are really beautiful."

LESSON XXV.

THINGS TO REMEMBER. 1. When you rise in the morning, remember who kept you from danger during the night. Remember who watched over you while you slept, and whose sun shines around you, and gives you the sweet light of day. 2. Let God have the thanks of your heart, for his kindness and his care; and pray for his protection during the wakeful hours of day. 3. Remember that God made all creatures to be happy, and will do nothing that may prevent their being so, without good reason for it. 4. When you are at the table, do not eat in a greedy manner, like a pig. Eat quietly, 3,5

66 ECLECTIC SERIES. and do not reach forth your hand for the food, but ask some one to help you. 5. Do not become peevish and pout, because you do not get a part of everything. Be satisfied with what is given you. 6. Avoid a pouting face, angry looks, and angry words. Do not slam the doors. Go quietly up and down stairs; and never make a loud noise about the house. 7. Be kind and gentle in your manners; not like the howling winter storm, but like the bright summer morning. 8. Do always as your parents bid you. Obey them with a ready mind, and with a pleasant face. 9. Never do anything that you would be afraid or ashamed that your parents should know. Remember, if no one else sees you, God does, from whom you can not hide even your most secret thought. 10. At night, before you go to sleep, think whether you have done anything that was wrong during the day, and pray to God to forgive you. If anyone has done you wrong, forgive him in your heart. 11. If you have not learned something useful, or been in some way useful, during

THIRD READER. 67 the past day, think that it is a day lost, and be very sorry for it. 12. Trust in the Lord, and He will guide you in the way of good men. The path of the just is as the shining light that shineth more and more unto the perfect day. 13. We must do all the good we can to all men, for this is well pleasing in the sight of God. He delights to see his children walk in love, and do good one to another.

LESSON XXVI.

THREE LITTLE MICE. 1. I will tell you the story of three little mice, If you will keep still and listen to me, Who live in a cage that is cozy and nice, And are just as cunning as cunning can be. They look very wise, with their pretty red eyes, That seem just exactly like little round beads; They are white as the snow, and stand up in a row Whenever we do not attend to their needs;--

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