Transcription
The Project Gutenberg EBook of McGuffey's Third Eclectic Reader
by William Holmes McGuffey
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Title: McGuffey's Third Eclectic Reader
Author: William Holmes McGuffey
Release Date: January 23, 2005 [EBook #14766]
Language: English
*** START OF THIS PROJECT GUTENBERG EBOOK MCGUFFEY'S THIRD 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.
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 rar... [truncated due to length]