Chapter I: Preface

It is thought that the following special features of this book will commend themselves to Teachers and School Officers.

_The reading matter of the book is more of a descriptive than conversational style_, as it is presumed that the pupil, after having finished the previous books of the series, will have formed the habit of easy intonation and distinct articulation.

_The interesting character of the selections_, so unlike the reading books of former times.

_The large amount of information_ which has been combined with incidents of an interesting nature, to insure the pupil's earnest and thoughtful attention.

_The length of the selections for reading_,--the attention of pupils being held more readily by long selections than by short ones, though of equal interest.

_The gradation of the lessons_, which has been systematically maintained by keeping a careful record of all new words as fast as they appeared, and using only such pieces as contained a limited number.

_The simplicity of the lessons_, which becomes absolutely necessary in the schools of to-day, owing to the short school life of the pupil, his immature age, and inability to comprehend pieces of a metaphysical or highly poetical nature.

_The ease with which pupils may pass from the Third Reader of this series to this book_, thereby avoiding the necessity of supplementary reading before commencing the Fourth Reader, or of using a book of another series much lower in grade.

_Language Lessons_, of a nature to secure intelligent observation, and lead the pupil to habits of thought and reflection. Nothing being done for the learner that he could do for himself.

_Directions for Reading_, which accompany the lessons--specific in their treatment and not of that general character which young teachers and pupils are unable to apply.

_All new words of special difficulty, at the heads of the lessons_, having their syllabication, accent, and pronunciation indicated according to Webster. Other new words are placed in a vocabulary at the close of the book.

_The type of this book, like that of the previous books of the series, is much larger than that generally used_, for a single reason. Parents, every-where, are complaining that the eye-sight of their children is being ruined by reading from small, condensed type. It is confidently expected that this large, clear style will obviate such unfortunate results.

_The illustrations have been prepared regardless of expense_, and will commend themselves to every person of taste and refinement.

CONTENTS

LESSONS IN PROSE.

1.--"I'M GOING TO" (Part I) _Charlotte Daly_.

2.--"I'M GOING TO" (Part II) _Charlotte Daly_.

3.--THE BEAN AND THE STONE

5.--AN ADVENTURE WITH DUSKY WOLVES (I) _Mayne Reid_.

6.--AN ADVENTURE WITH DUSKY WOLVES (II) _Mayne Reid_.

7.--THE SAILOR CAT _David Ker_.

9.--THE LION

10.--ADVENTURE WITH A LION _Livingstone_.

11.--THE NOBLEST DEED OF ALL

13.--THE STORY OF INDIAN SPRING (I) _Aunt Mary_.

14.--THE STORY OF INDIAN SPRING (II)

15.--AN ADVENTURE WITH A SHARK

17.--A FUNNY HORSESHOE "_Christian Union_."

18.--THE GIRAFFE

19.--THE TRADER'S TRICK

21.--ALI, THE CAMEL DRIVER (I)

22.--ALI, THE CAMEL DRIVER (II)

23.--A QUEER PEOPLE

25.--WATER

26.--THE HIDDEN TREASURE (I)

27.--THE HIDDEN TREASURE (II)

28.--THE HIDDEN TREASURE (III)

30.--AIR _J. Berners_ (Adapted).

31.--A TIMELY RESCUE

33.--TRUE COURTESY (I)

34.--TRUE COURTESY (II)

35.--WHY AN APPLE FALLS

37.--THE JAGUAR

38.--HOLLAND (I) _Mary Mapes Dodge_.

39.--HOLLAND (II) _Mary Mapes Dodge_.

41.--SOMETHING ABOUT PLANTS

42.--FOREST ON FIRE (I) _Audubon_.

43.--FOREST ON FIRE (II) _Audubon_.

45.--A GHOST STORY (I) _Louisa M. Alcott_.

46.--A GHOST STORY (II) _Louisa M. Alcott_.

47.--A GHOST STORY (III) _Louisa M. Alcott_.

49.--THE RHINOCEROS

50.--PRESENCE OF MIND

51.--HALBERT AND HIS DOG

53.--THE CATERPILLAR AND BUTTERFLY

54.--WILD HORSES OF SOUTH AMERICA

55.--AN EMPEROR'S KINDNESS

57.--STORY OF THE SIOUX WAR (I)

58.--STORY OF THE SIOUX WAR (II)

59.--VOLCANOES

61.--ANECDOTE OF WASHINGTON (I)

62.--ANECDOTE OF WASHINGTON (II)

63.--THE OSTRICH

65.--AN INCIDENT OF THE REVOLUTION

66.--TROPICAL FRUITS

67.--STORY OF DETROIT

69.--MAKING MAPLE SUGAR (I) _Charles Dudley Warner_.

70.--MAKING MAPLE SUGAR (II) _Charles Dudley Warner_.

72.--NATURAL WONDERS OF AMERICA (I)

73.--NATURAL WONDERS OF AMERICA (II)

74.--AFRICAN ANTS _Du Chaillu_.

76.--EGYPT AND ITS RUINS (I)

77.--EGYPT AND ITS RUINS (II)

LESSONS IN VERSE.

4.--TO-MORROW _Mrs. M.R. Johnson_.

8.--RESCUED _Celia Thaxter_.

12.--MARJORIE'S ALMANAC _T.B. Aldrich_.

16.--A LEGEND OF THE NORTHLAND _Phoebe Cary_.

20.--A HAPPY PAIR _Florence Percy_.

24.--ILL-NATURED BRIER _Mrs. Anna Bache_.

29.--LOOKING FOR THE FAIRIES _Julia Bacon_.

32.--BIRDS IN SUMMER _Mary Howitt_.

36.--THE MILLER OF THE DEE _Charles Mackay_.

40.--THE WIND IN A FROLIC _William Howitt_.

44.--COMMON GIFTS

48.--WHAT THE CHIMNEY SANG _Bret Harte_.

52.--THE LIGHT-HOUSE

56.--UNITED AT LAST

60.--THE BROOK _Alfred Tennyson_.

64.--TO-DAY AND TO-MORROW _Charles Mackay_.

68.--THE FISHERMAN _John G. Whittier_.

71.--OLD IRONSIDES _Oliver Wendell Holmes_.

75.--THE LEAP OF ROUSHAN BEG _Henry W. Longfellow_.

DEFINITIONS

GEOGRAPHICAL AND PROPER NAMES

ACKNOWLEDGMENTS.

The publishers desire to thank Messrs. Houghton, Mifflin & Co., the Century Co., Roberts Brothers, and Charles Scribner's Sons, for permission to use and adapt some of their valuable copyright matter.

SUGGESTIONS

To Teachers

The following suggestions are submitted for the benefit of young teachers.

In order that pupils may learn how to define words at the heads of the lessons, let the teacher read the sentences containing such words and have pupils copy them upon slate or paper.

Then indicate what words are to be defined, and insist upon the proper syllabication, accent, marking of letters, etc.

In this way the pupil learns the meaning of the word as it is used, and not an abstract definition that may be meaningless.

Have pupils study their reading lessons carefully before coming to recitation.

The position of pupils while reading should be erect, easy, and graceful.

Give special attention to the subject of articulation, and insist upon a clear and distinct enunciation.

In order to develop a clear tone of voice, let pupils practice, in concert, upon some of the open vowel sounds, using such words as _arm, all, old_.

In this exercise, the force of utterance should be gentle at first, and the words repeated a number of times; then the force should be increased by degrees, until "calling tones" are used.

Encourage a natural use of the voice, with such modulations as may be proper for a correct rendering of the thoughts which are read.

It should, be remembered that the development of a good tone of voice is the result of careful and constant practice.

Concert reading is recommended as a useful exercise, inasmuch as any feeling of restraint or timidity disappears while reading with others.

Question individual pupils upon the manner in which lessons should be read. In this way they will learn to think for themselves.

Do not interrupt a pupil while reading until a thought or sentence is completed, since such a course tends to make reading mechanical and deprive it of expression.

Errors in time, force of utterance, emphasis, and inflection should be carefully corrected, and then the passage read over again.

The "Directions for Reading" throughout the book are intended to be suggestive rather than exhaustive, and can be added to as occasion requires.

The "Language Lessons" in this book, should not be neglected. They contain only such matter as is necessary to meet the requirements of pupils.

Words and expressions not readily understood, must be made intelligible to pupils. This has been done in part by definitions, and in part by interpreting some of the difficult phrases.

After the habit of acquiring the usual meaning has been formed, the original meaning of those words which are made up of stems modified by prefixes or affixes should be shown.

The real meaning of such words can be understood far better by a study of their formation, than by abstract definitions. It will be found, also, that pupils readily become interested in this kind of work.

As the capabilities of classes of the same grade will differ, it may sometimes occur that a greater amount of language work can be done effectively than is laid down in this book. When this happens, more time can be devoted to such special kinds of work as the needs of the classes suggest.

Constant drill upon the analysis of lessons, varied at times by the analysis of short stories taken from other sources and read to the class, will develop the reasoning faculties of pupils and render the writing of original compositions a comparatively easy exercise.

Encourage the habit of self-reliance on the part of pupils. Original investigation, even if followed at first by somewhat crude results, is in the end more satisfactory than any other course.

The Definitions (pages 373-382) and the List of Proper Names (pages 383 and 384) may be used in the preparation of the lessons.[01]

When exercises are written, particular care should be required in regard to penmanship, correct spelling, punctuation, and neatness.

[01] "The Definitions" are found at the end of the text, however "the List of Proper Names" has not been included in this production.

PHONIC CHART.

VOWELS.

a as in lake a " " at a " " far a " " all a " " care a " " ask a as in what e " " be e " " let i " " ice i " " in o " " so o as in box u " " use u " " up u " " fur oo " " too oo " " look

DIPHTHONGS.

oi, oy (unmarked), as in oil, boy ou, ow " " " out, now

CONSONANTS

b as in bad d " " do f " " fox g " " go h " " he j " " just k " " kite l " " let m as in me n " " no p " " put r " " rat s " " so t " " too v " " very w " " we y as in yes z " " froze ng " " sing ch " " chick sh " " she th " " think th " " the wh(hw)," what

EQUIVALENTS.

VOWELS.

a like o as in what e " a " " where e " a " " they e " u " " her i " u " " girl i " e " " police o, u like oo as in to, rule o " u " " come o " a " " for u, o " oo " " put, could y " i " " by y " i " " kit'ty

CONSONANTS.

c like s as in race c " k " " cat g " j " " cage n like ng as in think s " z " " has x " ks, or gz " box, exist

FOURTH READER

LESSON I

spokes'man, _one who speaks for others_.

cho'rus, _a number of speakers or singers_.

apt, _likely; ready_.

folks, _people; family_.

mis'er a ble, _very unhappy; very poor_.

lone'some, _without friends; lonely_.

score, _twenty_.

wretch'ed, _unhappy; very sad_.

* * * * *

"I'M GOING TO."