NEW/YD RK : 
 HARPER 1 ^ BROTHERS 
 
Digitized by the Internet Archive 
 
 in 2012 with funding from 
 
 University of North Carolina at Chapel Hil 
 
 http://archive.org/details/firstlessonsinnaOOtwee 
 
FIRST LESSONS 
 
 IN 
 
 NATURAL HISTORY AND LANGUAGE 
 
 JA ( 
 
 v.— - 
 
 1 r 
 
 •Ml 
 
 ENTERTAINING AND INSTRUCTIVE 
 
 LESSONS IN NATURAL HISTORY AND LANGUAGE 
 
 FOR PRIMARY AND GRAMMAR SCHOOLS 
 
 BY 
 
 PROF. B. F. TWEED 
 
 LATE SUPERVISOR OF BOSTON PUBLIC SCHOOLS 
 AND 
 
 L. W. ANDERSON 
 
 MASTER IN THE ENGLISH HIGH SCHOOL, BOSTON 
 
 NEW YORK 
 HARPER & BROTHERS; FRANKLIN SQUARE 
 
 1881 
 
Entered according to Act of Congress, in the year 1880, by 
 
 HARPER & BROTHERS, 
 
 In the Office of the Librarian of Congress, at Washington. 
 
PREFACE. 
 
 The subject-matter of these lessons is intended to furnish 
 an elementary course in natural history. Pictures of the 
 most common birds, quadrupeds, etc., are given, and atten- 
 tion called to their characteristic differences in form, habits, 
 and adaptation to certain modes of life. 
 
 In all cases where it is possible, the study of the pictures 
 should be supplemented by an examination of the animal 
 or of its characteristic parts. Thus pupils may be required 
 to examine the feet and teeth of the cat and dog ; and the 
 feet and bills of ducks, hens, geese, and turkeys may be 
 brought to the school-room for examination. 
 
 These lessons, however, do not profess to teach the sci- 
 ence of natural history ; but it is hoped that a basis of facts 
 may be obtained which will enable pupils, at a proper time, 
 to understand the classifications of science. 
 
 The exercises are so arranged that every teacher may 
 use her discretion in determining how much to require of 
 pupils. The aid given by direct questions is intended to 
 guide the pupils in their study of the pictures, by calling 
 attention to the points of resemblance and difference, on 
 which all knowledge depends. 
 
 These lessons are in no sense connected with grammar, 
 except so far as they increase the vocabulary of the pupil, 
 
IV PREFACE. 
 
 and accustom hini to tell what he knows. It is intended 
 to follow out the method by which the pupil has acquired 
 his present use of language, and enable him, as soon as he 
 is able, to express his thoughts in writing. This, of course, 
 will make the exercise a lesson in spelling, the use of capi- 
 tals, punctuation, and the construction of sentences. 
 
 No rules are given — the object being to train the pupil, 
 by abundant systematic practice, to correct expression. 
 
 In the oral exercises, it is recommended that errors in 
 construction be submitted to the class for correction, by 
 what has been happily called the " vernacular instinct." 
 
 The intention is to accustom pupils to correct expression, 
 by placing before them objects of interest ; and then, in a 
 series of questions, to cultivate habits of observation and 
 discrimination. The words used by the pupils will thus be 
 the representatives of ideas already acquired, and the sen- 
 tences will be constructed under the guidance, and subject 
 to the friendly criticism of the teacher. 
 
 The lessons in Part I. may be oral or written, or both. 
 •In the oral lessons, let answers to the questions be given 
 in complete sentences, and as soon as pupils are able, they 
 should be required to write what they have said in the oral 
 lesson — attention being given to legible writing, correct 
 spelling, and use of capitals, and the proper punctuation 
 mark at the end of the sentence. 
 
 The first steps in composition here presented are essen- 
 tial to a regular and systematic course ; requiring, indeed, 
 little in the matter of expression, but enough to give the 
 pupil facility in the ordinary forms of simple sentences. 
 
 The second step — that of combining the simple sentences 
 by the use of proper connectives, and thus forming com- 
 
PEEFACE. V 
 
 pound and complex sentences- — will greatly increase the 
 powers of expression, and lead, under proper guidance and 
 criticism, to more exact and graceful forms. 
 
 In Part II., the writing out of what has been read, by 
 the aid of suggestive words, leaves still more freedom to 
 the pupil in the choice of different forms of expression. 
 
 It will be observed that, in all these exercises, the pupil 
 is furnished with the material of thought, and guided in 
 the arrangement. This, however, by no means detracts 
 from the merits of the performance as a composition. In- 
 deed, what has made the school exercise of composition so 
 irksome to pupils, and so unsatisfactory to teachers, is that 
 there has been no division of the difficulties — the pupils 
 being required to take a subject, furnish the thought, ar- 
 range it, and express it in the same exercise. 
 
 It cannot be too deeply impressed on the mind of the 
 teacher that pupils should be thoroughly acquainted with 
 a subject before they are*required to write upon it. Any 
 lack of knowledge will be sure to reveal itself in confused 
 and obscure expression, defeating the very purpose for 
 which the exercise is intended. Pupils should not be en- 
 couraged to speak or write about what they know little or 
 nothing. Talking and writing should be to express ideas ; 
 and this can be done clearly and systematically only when 
 the ideas of the speaker or writer are clear and well-defined. 
 Every exercise in writing, therefore, should be preceded by 
 an oral exercise. 
 
 In accordance with the plan of instruction, the " Lessons " 
 are bound separately for the use of pupils, and the " Man- 
 ual and Lessons " are bound together for use by teachers. 
 Teachers will thus have, in convenient form, all that is 
 
VI PREFACE. 
 
 given to the pupils, accompanied by a key, enabling them 
 to compare and correct exercises with facility. 
 
 The illustrative anecdotes given in the Manual are in- 
 tended to show the different degrees of intelligence of dif- 
 ferent animals, and their peculiar instincts. It will be ob- 
 served that, though the imagination is appealed to in these 
 anecdotes and stories — by assigning to animals human mo- 
 tives, and giving them the power of speech — they are yet 
 strictly what they profess to be, illustrative of the instincts 
 and habits of the various classes of animals. 
 
 In using the stories in the Manual as material for com- 
 position, it is recommended that they be, first, slowly and 
 distinctly read by the teacher. Then it would be well for 
 the teacher to tell the story, varying the language, so that 
 the pupil's attention may be directed rather to the ideas 
 than to the expression. After this, let one or two of the 
 pupils tell the story in the hearing of the class. 
 
 By this time, the pupils will- have become so familiar 
 with the story which they have heard read and repeated 
 several times, but in different language, that the writing 
 will become simply an exercise in expression. 
 
 It may be well, when pupils have acquired some facility 
 in writing, occasionally to give the picture alone, and thus 
 cultivate their imagination by requiring them to write such 
 a description as it suggests. This will throw pupils almost 
 wholly on their own resources, and it will not be surprising 
 if some of them read the pictures with considerable skill. 
 Their success is not to be judged by the accuracy with 
 which they follow the stories in the Manual. Their con- 
 ception of a picture may differ entirely from that which it 
 was made to illustrate. No two persons will read the same 
 
PREFACE. Vll 
 
 picture alike, and it should be regarded as a success when 
 the pupil expresses his idea of it with clearness. 
 
 The above are some of the methods in which these sto- 
 ries and pictures may be used. It is, however, by no means 
 supposed that these are the only methods ; and we shall be 
 glad to learn that ingenious teachers have made use of the 
 material we have furnished, so as to obtain results beyond 
 what is contemplated in our suggestions. 
 
THE FAIIM-YAED. 
 
LESSONS 
 
 in 
 
 NATURAL HISTORY AND LANGUAGE. 
 
 PAET I. 
 LESSON I. 
 
 THE BIRDS IN THE POULTRY-YARD. 
 
 1. What kinds of birds do you see in the picture ? 
 2. What are all birds covered with ? 3. What kind of an 
 animal is a bird? 4. Is any other animal except a bird 
 covered with feathers ? 5. Of what use are the feathers to 
 the bird ? 
 
 LESSON II. 
 
 WHERE BIRDS LIVE. 
 
 1. How many wings has each bird in the picture? 
 
 2. Which birds in the picture can fly best? 3. Where do 
 
 birds that can fly well live a good deal of the time? 
 
 4. Which birds in the picture can swim best ? 5. Where 
 
 do they spend a good deal of their time ? 6. What do the 
 
 hens, the turkeys, and the guinea-fowl hardly ever do? 
 
 7. Then where do these birds live most of the time? 
 A 2 i* 
 
2 STATURAL HISTOKY AND LANGUAGE. [PART I. 
 
 LESSON III. 
 
 THE VOICES OF BIRDS. 
 
 1. What does the hen do after she has laid an eggl 
 2. "What does the hen do to call her chickens ? 3. What 
 does the rooster do very early in the morning ? 4. What 
 does he do with his wings when he crows ? 5. What does 
 the duck do when he talks? 6. What does the turkey do 
 when he talks ? 1. When the goose is angry, what does he 
 do ? 8. What does the dove do when he calls his mate ? 
 
 LESSON IV. 
 
 THE POULTRY-YARD. 
 
 1. What do you see on the roof of the stable in the pict- 
 ure % % How many doves are on the ground ? 3. What 
 do those on the ground seem to be doing ? 4. What is 
 the place called where the doves sleep and have their 
 nests ? 5. What do you see on the duck-pond ? 6. How 
 many ducks are there on the shore ? 7. How many ducks 
 on the pond have their heads under water ? 8. What do 
 you think they are trying to do? 9. How many geese are 
 standing near the shore ? 10. What do you think the one 
 with his neck stretched out is doing? 11. What do you 
 think the turkey that has his feathers puffed out is doing ? 
 
 12. How many hens and chickens are there in the yard? 
 
 13. What do you see near one of the hens ? 14. What is 
 there on the top of one of the hen-coops ? 
 
PART I.] NATURAL HISTORY AND LANGUAGE. 
 
 LESSOR Y. 
 
 THE HEN. 
 
 
 ^:%w^ 
 
 THE HEN. 
 
 1. "What is this a picture of? 2. How do we know 
 that the hen is a bird ? 3. What does the hen do to the 
 ground with her toes or claws, and what does she pick up ? 
 
 4. What does she lay 5 and what does she hatch from them ? 
 
 5. When the chickens are young, do they keep close to the 
 old hen, or go far away from her? 6. If they wander 
 away, what does the old hen do to call them back % 
 7. When the old hen scratches the ground, what do the 
 
4 NATURAL HISTORY AND LANGUAGE. [PART I. 
 
 little chickens do? 8. Does she take her chickens to the 
 water ? 9. Why not ? 10. Are her toes joined together so 
 that she can swim well? 11. When she pushes her foot 
 against the water, why does the water run through between 
 her toes ? 12. When the old hen sits down, what do the 
 little chickens do ? 13. What do they do this for ? 
 
 LESSON VI. 
 
 THE HEN'S FOOT. 
 
 1. What is this a picture of ? 2. How many toes has 
 
 k the hen on each 
 
 irikt foot. 3. Where 
 
 are three of them ? 
 4. Where is the 
 fourth one? 5. 
 Which is the high- 
 er up on the leg, 
 the hind toe or 
 the front ones ? 
 6. Which is the 
 shortest toe of the 
 four? 7. When 
 the hen walks, 
 what part of the 
 hind toe touches 
 the ground? 8. When the hen places her foot on the 
 ground, what do the front toes do ? fe. When she lifts her 
 
 yy/ 
 
 HEN S FOOT. 
 
PART I.] NATURAL HISTORY AND LANGUAGE. 5 
 
 foot, what do the toes do, and how do they lie ? 10. "What 
 is on the bottom of her foot? 11. What are there also 
 on the under side of each toe? 12. Is the skin on these 
 pads thin and smooth, or thick and rough ? 13. When the 
 hen roosts on the limb of a tree, what do these pads do ? 
 14. What do we sometimes call the hen's toes ? 15. Which 
 one of the front toes is longer than any one of the others ? 
 
 LESSON YIL 
 
 THE STRUCTUEE AND USES OF THE HEN'S TOES. 
 
 l.What are there in the hen's toes like our fingers and 
 toes ? 2. We can bend our fingers and toes at the joints. 
 What can the hen do with her toes ? 3. What is there at 
 the end of each toe? 4. Is the nail thickest in that part 
 which is joined to the toe, or near the end? 5. Our nails 
 are rounded on the upper side. How is it with the hen's 
 nails? 6. How does the hen's nail curve from the thick- 
 est part ? 7. The under side of our nails is hollowed out. 
 How is it with the hen's nails ? 8. What does the hen 
 use her nails for? 9. Are the hen's nails as thick and hard 
 as our nails? 10. If they were not thicker and harder, 
 what would happen ? 11. Our nails grow. How is it 
 with the hen's nails? 12. Our nails keep the ends of 
 the fingers from getting bruised. How is it with the 
 hen's nails ? 13. When the hen goes to roost on the limb 
 of a tree, or on a small pole, what does she do with her 
 toes? 
 
NATURAL HISTORY AND LANGUAGE. [PART I. 
 
 LESSON VIII. 
 
 THE DUCK. 
 
 THE DUCE. 
 
 1. What have we here ? 2. How do we know that the 
 
 duck, the goose, and the 
 hen are birds ? 3. Where 
 was the hen made to live, 
 on the water or on the 
 land? 4. How do we 
 know this ? 5. What kind 
 of feet do birds have 
 that live on the water? 
 6. What are such feet 
 called ? Y. What is the 
 only bird in the poul- 
 try-yard that has feet like the duck's feet? 8. How are 
 the front toes of both these birds joined together, and what 
 does this show they were made to do ? 9. What does 
 the hen do with her feet to find worms? 10. Then what 
 can we call hens? 11. Can the duck and th^ goose scratch 
 the ground well, and, if not, what can they do well? 
 12. Then what can we call them? 13. Are the duck's 
 feathers thicker or thinner than the hen's? 14. Why 
 should the duck's feathers be thicker than the hen's? 
 
 15. Why does not the water wet the duck's feathers? 
 
 16. If we take a young duck near the water, what will 
 he do ? 1Y. What does that show he was made to do ? 
 18. What are very young ducks covered with? 19. What 
 does the down do for the young duck ? 
 
PART I.] NATURAL HISTORY AND LANGUAGE. 
 
 
 duck's bill. 
 
 LESSON IX. 
 
 THE DUCK'S BILL, THE HEN'S BILL, AND THE GOOSE'S BILL. 
 
 1. What pictures have we here ? 2. Which is the longer, 
 
 wider, and natter, the 
 
 duck's bill or the hen's 
 
 bill ? 3. Where does 
 
 the hen find worms 
 
 and insects? 4. Where 
 
 does the duck find 
 
 them? 5. Are the 
 
 edges of the hen's 
 
 bill smooth or rough ? 
 
 6. How is it with the 
 
 edges of the duck's 
 
 bill? 7. What do the small, pointed knobs on the duck's 
 
 bill look like ? 8. Which is the wider, the goose's bill, the 
 
 hen's bill, or the duck's bill? 9. Is 
 the tongue of the duck thick or thin ? 
 
 10. When the duck's bill gets hold of 
 a worm, what does the tongue do? 
 
 11. Then what runs off, and what 
 does the duck do to the worm ? 12. 
 Where does the duck very often push 
 his bill ? 13. What would happen if 
 there was not something hard and 
 horny at the end ? 14. What does the 
 end of the upper part of the duck's 
 bill do to the lower? 15. Is the end 
 
 HEN'S BILL. 
 
8 
 
 NATURAL HISTORY AND LANGUAGE. [PART I. 
 
 of the duck's bill sharp and pointed, or blunt? 16. How 
 is it with the end of the hen's bill ? 17. "What does the 
 duck's bill look like? 
 18. Are the knobs on the 
 goose's bill larger or small- 
 er than those on the duck's 
 bill ? 19. What does the 
 goose eat a good deal of? 
 20. Then of what use may 
 these knobs be to the 
 goose ? 
 
 goose's bill. 
 
 LESSON X. 
 
 THE DUCK'S FOOT. 
 
 1. What is this a picture of ? 2. Has the duck the same 
 
 number of toes 
 that the hen has? 
 3. How are the 
 front toes of the 
 duck joined ? 4. 
 What does the 
 web - foot show ? 
 5. When the duck 
 wishes to swim on 
 the water, what 
 does he do with 
 his toes and feet? 
 
 wV 
 
PART I.] NATURAL HISTORY AND LANGUAGE. 9 
 
 6. When the duck walks on the ground, how are his toes 
 placed? 7. What does the foot of the duck act like in 
 swimming? 8. When the duck lifts his foot in walk- 
 ing, how are his toes placed ? 9. How are they placed 
 when he brings them forward in swimming? 10. Which 
 can walk better, the hen or the duck ? 11. What can the 
 duck do better than the hen ? 
 
 LESSON XI. 
 
 THE GOOSE. 
 
 1. What have we a picture of here? 2. Which is the 
 larger bird, the goose 
 or the duck? 3. What 
 kind of bodies, and 
 what kind of feet, 
 have both these birds ? 
 4. What kind of birds 
 do we know the duck 
 and the goose to be 
 by the shape of their 
 bodies and the form 
 of their feet? 5. Tell 
 which walks better, 
 the hen or the goose. 
 6. Tell which walks 
 better, the goose or 
 the duck. 7. How does the duck walk ? 8. How do we 
 
 GOOSE. 
 
10 
 
 NATURAL HISTORY AND LANGUAGE. [PART I. 
 
 know which of these birds spends most of the time on the 
 water, and which on the land % 9. Tell how the hen walks, 
 and where she spends most of her time. 10. Tell how the 
 goose walks, and what that shows. 11. Tell how the duck 
 walks, and what that shows. 12. Tell how and where the 
 hen gets a part of her food. 13. Tell how and where the 
 goose gets a part of his food. 14. Tell how and where the 
 duck gets a part of his food. 
 
 LESSON XII. 
 
 THE TURKEY. 
 
 TURKEY. 
 
 1. What is this a picture of ? 2. By what other name is 
 he called % 3. How large is the turkey compared with the 
 
PART I.] natttkal history and language. 
 
 11 
 
 other birds in the poultr y-yard ? 4. Are there any feathers 
 on his head and on the upper part of his neck ? 5. What 
 is the head and the upper part of his neck covered with, 
 and what is on it ? 6. Where is the longest wattle ? 7. Is 
 it longer or shorter than the bill ? 8. When the turkey is 
 angry, what happens to this wattle ? 9. What is there on 
 the breast of the turkey? 10. What do they look like? 
 11. What does the turkey's tail look like when it is spread 
 out ? 12. How many toes has the turkey ? 13. What kind 
 of nails has the turkey? 14. How does the turkey look 
 sometimes ? 15. When the turkey feels proud what does 
 he do, and how do his wattles look ? 16. What else does 
 he do ? 17, Then what more does he do ? 
 
 LESSON" XIII. 
 
 THE OWL. 
 
 1. What kind of a bird is this 
 a picture of? 2. Does he look 
 like other birds that you have 
 seen, or is he a very odd-looking 
 bird ? 3. How do his eyes look ? 
 4. Where are they placed ? 5. 
 What animal's eyes do they 
 look like? 6. Are the owl's 
 eyes made to see best in the 
 daytime or in the night? 7. 
 What has the owl in the pict- 
 ure on the top of his head? 
 
 HORNED-OWL. 
 
12 
 
 NATURAL HISTORY AND LANGUAGE. [PART I. 
 
 8. "What part of an ox do they look like ? 9. Then what 
 may the owl in the picture be called ? 10. What are there 
 on the cat's head that look like these tufts of feathers on 
 the owl's head? 11. Can the owl move these feathers back 
 and forth as the cat moves her ears? 12. What noise does 
 the horned-owl make in the woods at night ? 13. Are the 
 wings of the horned- owl in the picture large or small? 
 14. The owl's feathers are soft and downy. Does he make 
 much noise in flying ? 
 
 LESSON XIY. 
 
 WHAT A BIRD HAS. 
 
 1. What is this a picture of ? 2. What are the different 
 
 parts of a bird? 3. On what 
 part of the head do most 
 birds have their eyes? 4. 
 Near what part of the sides 
 of the head are they placed? 
 5. What then can a bird do 
 that we cannot do? 6. Tell 
 where the ears of most birds 
 are. 7. What are the open- 
 ings of the ears almost always covered with? 8. Our 
 nostrils are the holes in the nose. Tell where the bird's 
 nostrils are. 9. What are the upper and lower parts of 
 the bill of the bird ? 10. Which of our jaws can we move 
 up and down ? 11. Which jaw can the bird move up and 
 down? 
 
 HEAD OF A BIRD. 
 
PART I.] NATURAL HISTORY AND LANGUAGE. 
 
 13 
 
 LESSOISF XV. 
 
 HEN-HAWK. 
 
 2. What is the hawk's bill 
 
 1. What is this a picture of ? 
 sometimes called? 3. 
 What are the hawk's 
 beak and claws shaped 
 like \ 4. Where are the 
 hawk's eyes placed ? 
 5. How does the hawk 
 catch his prey ? 6. Are 
 the hawk's eyes staring, 
 like the owl's eyes ? 7. 
 Does the owl fly high 
 up in the air, or near 
 the ground ? 8. How 
 does the hawk almost 
 always fly when he is 
 not pursuing his game? 9. When does the owl catch 
 his game ? 10. When does the hawk catch his game ? 
 
 11. What do the hen-hawk and the owl steal from farmers? 
 
 12. When the hen-hawk is flying high up in the air, what 
 noise does he make ? 13. When this noise is heard, what 
 do the guinea-fowl do ? 14. What do the hens do to their 
 chickens, and what do the chickens do ? 15. What does 
 the hen-hawk do to the poultry-yard by day? 16. What 
 does the owl do at night ? IT. What kind of birds are the 
 owl and the hawk ? 18. How do we know that the owl and 
 the hawk are birds of prey ? 
 
 HEN-HAWK. 
 
14 
 
 NATURAL HISTORY AND LANGUAGE. [PART I. 
 
 LESSON XYI. 
 
 THE HAWK'S BILL AND THE OWL'S BILL. 
 
 mm 
 
 hawe's bill. 
 
 OWL'S BILL. 
 
 1. How do we pick up things ? 2. How does the bird 
 pick them up? 3. Does the bird have lips and teeth? 
 
 4. Then for what three things does the bird use its bill? 
 
 5. Are the hen's bill and the duck's bill almost straight, or 
 curved ? 6. Where are the hawk's bill and the owl's bill 
 curved and hooked ? 7. How does the cat catch birds and 
 small animals? 8. What do we sometimes call these claws? 
 9. How does the cat hold its game when caught, and how 
 does it tear the flesh ? 10. How do the owl and the hawk 
 catch their game ? 11. When caught, how do they hold it, 
 and what do they do with their beaks ? 12. If I look on 
 one side of an American silver half-dollar, of what bird do 
 I see a picture? 13. Where is the eagle's bill curved and 
 hooked ? 14. What kind of bills do hawks, owls, eagles, 
 and other birds of prey have ? 
 
PART I.] NATURAL HISTORY AND LANGUAGE. 
 
 15 
 
 LESSON XVII. 
 
 THE HAWK'S FOOT AND THE OWL'S FOOT. 
 
 1. "What are these pictures of \ 2. Are the nails at the 
 
 hawk's foot. 
 
 owl's foot. 
 
 ends of the toes shaped like the hen's nails ? 3. Are the 
 hawk's nails and the owl's nails much curved, and are they 
 sharp at the ends? 4. How sharp are these claws? 5. What 
 are the hawk's claws and the owl's claws shaped like? 
 6. Are the hawk's claws and the owl's claws larger and 
 longer than the cat's claws, or smaller and shorter ? 7. What 
 do the hawk, the cat, and some kinds of owls catch with 
 their claws ? 8. On what does a hawk sit a good deal of 
 the time? 9.' Why does he choose a dead tree to perch on? 
 
 10. When sitting in this way, what is he watching for? 
 
 11. What are there under the hawk's toes? 12. Are they 
 rough or smooth ? 13. What are these rough pads for ? 
 
16 
 
 NATURAL HISTORY AND LANGUAGE. [PART I. 
 
 LESSON XVIII. 
 
 A MAN'S EYE. 
 
 1. "What is this a picture of ? 2. What kind of a spot is 
 
 in the centre of the eye? 3. 
 What is it called % 4. What does 
 it seem to be ? 5. When we go 
 out into the sunlight, what hap- 
 pens to this black spot % 6. How 
 large is it then, compared with 
 the head of a pin ? 7. When we 
 go into a dark room, what happens to this black spot, or 
 pupil ? 8. What is the shape of it all the time ? 9. What 
 does a good deal of light do to the pupil ? 10. What does 
 a very little light do ? 11. In a dark day, is the pupil larger 
 or smaller than on a bright day ? 
 
 MAN'S EYE. 
 
 LESSOJST XIX. 
 
 THE CAT'S EYES. 
 
 1. What have we here ? 2. Is the pupil, or black part of 
 these eyes, shaped as it is in our eyes ? 3. What is the 
 shape of the pupil in our eyes? 4. In the first of these 
 pictures, how large is the pupil, and what does it cover? 
 5. What is its shape? 6. When do the pupils of a cat's 
 eyes look like this? 7. Why can the cat see better than 
 we can in the dark ? 8. In the second picture, what does 
 the pupil look like ? 9. Where is it widest, and how does 
 
PART I.] NATURAL HISTORY AND LANGUAGE. 
 
 17 
 
 it taper? 10. "When do the cat's eyes look like this? 
 11. When the cat's pupils are of this shape, how much 
 
 EYE OF CAT. 
 
 EYE OP CAT. 
 
 light comes into her eyes? 12. Does the bright sunshine 
 seem to trouble the cat much? 13. What does a good 
 deal of light do to our pupils and to the cat's pupils? 
 14. What does a very little light do ? 15. If you go into a 
 dark room where there is a cat, how will her eyes look ? 
 16. How do an owl's eyes look in a dark night ? 
 
 LESSON XX. 
 
 OUR EYES, THE CAT'S EYES, AND THE OWL'S EYES. 
 
 1. Can we see well in the night ? 2. Why can we not 
 
 see well 1 3. When does the cat catch most of her prey ? 
 
 4. Then what kind of eyes does she need ? 5. Why can the 
 
 cat see better in the night than we can ? 6. How are the 
 
 pupils of the owl's eyes like our pupils, and what is their 
 
 size ? 7. When does the owl catch his prey, and what kind 
 B 
 
18 
 
 NATURAL HISTORY AND LANGUAGE. [PART I. 
 
 of pupils does lie need? 8. How do our pupils and the 
 cat's pupils appear in the daytime? 9. In most kinds of 
 owls what happens to the pupil in the sunshine ? 10. When 
 much light goes into the owl's eyes in the daytime, what 
 does it do to him ? 11. Because of this, where does the owl 
 spend most of his time in the daylight ? 12. What does too 
 much light seem to do to him ? 
 
 LESSON XXI. 
 
 THE CAT'S CLAWS. 
 
 1. What is there at the end of each toe in a cat's foot ? 
 
 2. What part of the claws 
 can generally be seen? 
 
 3. Where is most of the 
 claw when the cat is at 
 rest, and when she is 
 walking? 4. When the 
 cat wishes to scratch, or 
 to seize her prey, what 
 can she do with her 
 claws ? 5. How do they 
 
 look then ? 6. How strong, how much curved, and how 
 sharp are the cat's claws ? 7. What birds have claws that 
 look like the cat's claws ? 8. What can the cat catch with 
 her claws? 9. What can some kinds of owls catch ? 10. In 
 what way can the owls use their sharp talons ? 11. Can the 
 cat climb a tree ? 12. How does she climb a tree ? 
 
 CAT'S FOOT CLAWS OUT. 
 
PART I.] NATURAL HISTORY AND LANGUAGE. 
 
 19 
 
 LESSON XXII. 
 
 THE CAT'S FEET. 
 
 1. How many feet has the cat ? 2. How many toes are 
 
 CAT S FOKE FOOT. 
 
 cat's HIND FOOT. 
 
 there on each of the hind feet ? 8. How many toes are 
 there on each of the fore feet ? 4. Do all the toes on each 
 of the fore feet touch the ground when the cat walks? 
 5. On what part of the leg is this toe placed ? 6. What is 
 this toe like ? 7. What is there on the underside of each 
 of the cat's toes, and on the bottom of her foot ? 8. When 
 the cat walks, why. does she make very little noise ? 9. When 
 she goes toward her prey, how does she put her cushioned 
 feet upon the ground ? 10. Why does the cat walk slowly 
 and carefully when she is after her prey? 11. What does 
 the owl catch? 12. Are the owl's feathers rough and coarse, 
 or soft and downy? 13. Does the owl make more noise 
 in flying than the cat makes in walking ? 14. What has the 
 owl to help him move silently upon his prey ? 15. Why 
 can the cat move so silently upon her prey ? 
 
20 
 
 NATURAL HISTORY AND LANGUAGE. [PABT I. 
 
 LESSON XXIII. 
 
 THE CAT'S VOICE. 
 
 1. What sounds can a cat make with her voice ? 2. "When 
 a cat wants you to open the door, what does she do? 
 3. What does she seem to say ? 4. When she feels pleased, 
 what does she do ? 5. What does she seem to say then ? 
 6. When she calls her kittens, what sort of a noise does she 
 make, and what does it sound like ? 7. If they do not come, 
 what will she do to them ? 8. If any one treads on a cat's 
 tail, or on her toes, what does she do ? 
 
 LESSON XXIY. 
 
 THE TEETH AND THE TONGUE OF A CAT. 
 
 1. When a bird has a sharp beak, very much curved, 
 
 what do we feel 
 pretty sure of ? 
 2. Is it a sure 
 sign? 3. What 
 sort of a beak has 
 the parrot ? 4. 
 Does the parrot 
 eat the flesh of 
 birds and other 
 animals? 5. What 
 does the parrot use his curved beak for? 6. If we see an 
 animal with sharp teeth, like the cat's, what do we feel 
 
 JAWS AND TONGUE OF CAT. 
 
PART I.] NATURAL HISTORY AND LANGUAGE. 21 
 
 pretty sure of? 7. How many teeth of the cat are longer 
 and sharper than the others? 8. Where are they placed? 
 9. When a cat licks your hand with her tongue, how does 
 it feel? 10. Tell what is on the tongue that pricks and 
 hurts a little. 11. Tell about the small horny claws, or 
 teeth, that cover the upper side of the tongue. 12. What 
 kind of animals are the lion and the tiger ? 13. Would it 
 be dangerous to have your hand licked by them ? 14. What 
 would their tongues do to the flesh? 15. What are the 
 sharp curved beaks of the owl and the hawk used for? 
 16. Instead of a sharp curved beak, what has the cat to tear 
 the flesh of her prey ? 17. What does the cat use her horny 
 tongue for? 18. How can we tell that an animal is made 
 to prey on other animals ? 19. How can we tell that a bird 
 is made to prey on other birds ? 
 
PAET II. 
 
 LESSON I. 
 
 THE LITTLE DUCKS AND THE WORM. 
 
 ? $» 
 
 LITTLE DUCKS AND WORM. 
 
 1. One day — duck — worm — running off — fast. 2. The 
 worm — large — fat. 3. Another duck — this — running — 
 worm — mouth. 4. The second — wanted — piece — worm — 
 ran — first duck. 5. Long chase — second — came — first duck 
 — caught hold — end — worm. 6. Picture, both--pulling — 
 tugging — worm. 7. "Let — my half," said — second — . 
 8. This — duck — lazy fellow — not like — find worms — him- 
 self. 9. "I found — worm — mine," said — first — . 10. Just 
 then — worm broke — both — little — tumbled — backward. 
 11. Second — cried as — gobbled — piece — worm, because — not 
 get — half. 
 
PAKT II.] NATURAL HISTORY AND LANGUAGE. 
 
 23 
 
 LESSON II. 
 
 THE FAMILY HOMESTEAD. 
 
 
 THE HOMESTEAD 
 
 1. Picture — barrel — turned — side. 2. Head — taken out 
 — slats — nailed — opening. 3. Wood — sides — keep it — roll- 
 ing — under — end — tipping. 4. Stands firm — good — coop. 
 5. Good home — hen — ten children. 6. Hen — outside — 
 coop. 7. Chickens — small — between — slats — hen — not. 
 8. Middle slat — not nailed — barrel — sharpened — pushed 
 — ground. 9. Upper end — above — barrel — whittled — 
 handle. 10. Little girl — Margaret — chickens — arms. 
 
24 
 
 NATURAL HISTOEY AND LANGUAGE. PART II.] 
 
 11. Daughter — owner — poultry-yard. 12. Old hen — Hen- 
 Pen — chicken — arms — Chicken-Little. 13. Other — Biddy. 
 14. Hen — ruffled — feathers — walking — coop. 15. Afraid 
 — girl — hurt — chickens. 16. Girl — shut up — hen — chickens 
 — coop. 
 
 LESSON" III. 
 
 THE LITTLE BOY AND THE ANGRY GEESE. 
 
 LITTLE BOY AND ANGRY GEESE. 
 
 1. Boy — running — because — frightened. 2. Birds — run- 
 ning after — geese. 3. Not ducks — larger — longer necks. 
 4. Geese — come up — him — not hurt. 5. Teeth. 6. Have 
 nails — toes — no claws — cat's. 7. Geese — strike — pretty — 
 blows — wings, but — timid birds. 8. Geese — hissing — little 
 boy. 9. Hat — off — running — so fast. 10. If he — turn — 
 
PART II.] NATURAL HISTORY AND LANGUAGE. 
 
 25 
 
 run after — geese — run away. 11. Afraid — geese — not dare 
 — run after. 12. They — after him — as long — think — afraid. 
 
 LESSON IV. 
 
 THE MOTHER AND HER CHILDREN. 
 
 MOTHER AND CHILDREN. 
 
 1. Old Mother Hen-Pen — scratcher — takes — care — chil- 
 dren. 2. Of course — hard. 3. Mother — work — feed — 
 bring up ten. 4. Every — chickens — appetite — but — 
 
 seems — know — where — find — worms. 5. Not scratch — dry 
 B2 
 
26 
 
 NATUKAL HISTORY AND LANGUAGE. [PART II. 
 
 dirt. 6. Knows better — that. 7. Always — damp ground. 
 8. Knows — worms — large — lively. 9. Picture — giving — 
 chickens — lesson — dirt-scratching — worm-digging. 10. Old 
 hen — knows — by-and-by — children — scratch — themselves. 
 
 11. Two — chickens — pulled out — ground — long — fat — . 
 
 12. Old hen — hold — end — worm. 13. Telling — I suppose, 
 not — jerk — but — pull steadily. 14. Old hen — well that — 
 long pull — steady — that gets — worms — world. 
 
 LESSON V. 
 
 THE GRASSHOPPER. 
 
 1. While — Mother Hen - Pen 
 
 CHICKEN-LITTLE AND GRASSHOPPER. 
 
 busy — angle - worms, 
 Chicken -Little — 
 grasshopper — 
 started — run af- 
 ter — . 2. When 
 — grasshopper — 
 Chicken-Little 
 — flew — air. 3. 
 Chicken - Little — 
 often seen — moth- 
 er catch — felt — 
 that — catch this 
 one without — 
 help. 4. Becoming 
 — proud — see. 5. 
 Thought — nice — 
 
PART II.] NATURAL HISTORY AND LANGUAGE. 
 
 27 
 
 catch — large grasshopper and — home — show — poultry-yard. 
 
 6. So — little feet fly — trying — keep up — grasshopper. 
 
 7. End — was that — flew — currant -bush — hid. 8. Noise 
 that sounded — " Ckicker-ee-ee-ee." 9. Thought — grasshop- 
 per — " Chicken." 10. Made — very angry, because — felt — • 
 longer — chicken. 1L Begun — part — feathers — top — head 
 — middle. 12. Made up — mind — punish — grasshopper. 
 13. While — about — find him — feet — at once pulled — un- 
 der — . 
 
 LESSON VI. 
 
 CHICKEN-LITTLE'S MISHAP. 
 
 chicken-little's mishap. 
 
 1. Picture shows 
 
 Chicken - Little — trouble — great. 
 
28 NATURAL HISTORY AND LANGUAGE. [PART II. 
 
 2. Leg — caught — thread. 3. Mouth — open — peeping. 
 4. Pulling — hard — trying — break — string. 5. Two — three 
 
 — standing by — and — mouths — wide — . 6. Cackling — 
 might, but who — knew — string — broken — cackling? 7. Oth- 
 er — running this — that — everything — right thing. 8. Old 
 rooster — hen-coop — not — all excited. 9. Hen went up — 
 asked — not help — . 10. Said — might all — hold — chicken — 
 pull — something — give way. 11. Shows — old hen — along 
 — outspread — nine chickens running — fast — can. 12. Old 
 
 — Mother Hen -Pen — take care — child. 13. Not stop — 
 cackle, but — big foot — thread — broke — sensible hen. 
 14. Old — clucked sharply — . 15. Limped — close — mother 
 — walked away — fast — something — happen by-and-by. 
 
 LESSON VII. 
 
 FAMILY TROUBLES. 
 BILL TEST. 
 
 1. Owner — poultry-yard — wanted — ducks, so — duck's 
 eggs — old hen — hatch. 2. Days after — hatched — began — 
 feel — something wrong — chickens. 3. Found — went by — 
 puddle — water — chickens — jump — seem — much pleased. 
 4. Brought — ten — rooster — asked — see — tell — ducks — chick- 
 ens. 5. Told — rooster — not going — worry — cluck — hoarse 
 ■ — other folks' children, not — know — thought — did. 6. Only 
 — other day — eating — polliwigs — mud-puddle ! 7. Booster 
 — told — best — calm. 8. " Excited," he said, " — meant — ■ 
 tadpoles— polliwigs." 9. Called — little fellows — told — open 
 
PART II.] NATURAL HISTOET AND LANGUAGE. 
 
 29 
 
 
 BILL TEST. 
 
 Mm/ % 
 
 — month. 10. Picture — little duck — mouth open — rooster 
 — looking — carefully — bill. 11. Number — hens — standing 
 — near — rooster — say. 12. Much puzzled — not sure. 
 13. " Bills look — think — like — clam-shells — very small — sea- 
 shore. 14:. If — new kind — chickens, 
 Bills." 
 
 -ought — called Clam- 
 
 LESSON VIII. 
 
 THE WATER TEST. 
 
 1. Hens — not satisfied; — felt sure — some way — telling 
 
 whether — ducks — chickens. 2. Told — rooster — mother — ■ 
 
 very bad — something — done. 3. Do all — could, but — - 
 
 1* 
 
30 
 
 NATUKAL HISTORY AND LANGUAGE* [PART II. 
 
 WATER TEST. 
 
 thought — best way — kill — whole lot — begin again. 4. Hen 
 — tossed — another hen — "just like — rooster? 5. Suppose 
 — things — turn out — chickens — how — mother feel — dead?" 
 6. Sighed — looked — rooster — each other. 7. " Heigh-ho ! — 
 rooster — things — not — used — be — when— ^young. 8. Then 
 — rooster — hen — chickens — not — have — shovel ! 9. Rooster 
 — tail" — looked behind — long feathers — own tail. 10. Hen 
 — good plan — little fellows — water-pan — yard. 11. " True," 
 said — , "look — feet, and if — toes joined — young things 
 want — water, that — settle — ." 12. Picture— whole company 
 — pan — water. 13. On being told — good-natured — fellows 
 turned over — back — up — feet; — webbed. 14. Others — wa- 
 ter. 15. " Told — so," said the hen, " — proves ; — ducks." 
 
PART II.] NATURAL HISTORY AND LANGUAGE. 
 
 31 
 
 LESSON IX. 
 
 THE WADDLE TEST. 
 
 1. Most — hens — thought — proved - 
 fellows— ducks. 2. Old Mother Ke- 
 
 darcut said — knew — great deal — 
 
 i 
 
 none — own — spe 
 — time — tell- 
 ing mothers 
 
 little 
 
 w-^- walked. 
 
 -5 manage — chick- 
 3. True 
 
 ens. 
 
 way — tell — duck 
 -chicken — if — waddled — 
 4. None — hens — 
 ^t^v thought — knew much — 
 illing — please. 5. Long, straight 
 ine — poultry-yard — middle claw. 
 6. Mother Feather-Top — one end 
 — another hen — middle — own 
 place — other end. 7. Mother Kedarcut — ten little ducks — 
 ten chickens — same age — bunch near — Mother Feather- 
 Top. 8. Mother Feather-Top — pass along — one by one, — 
 middle toe — line — came — middle hen — "Which!" 9. Moth- 
 er Kedarcut — answer — duck — chicken — thought — waddle. 
 10. Old hen — one end — everything — ready. 11. Called — 
 Feather-Top, — "say chicken — every one — try — put — out — 
 can; — sure — right — time." 12. End — duck nineteen — 
 
 WADDLE TEST. 
 
 chicken — ended- 
 
 -saying- 
 
 " so ; — all chickens." 
 
32 
 
 NATURAL HISTORY AND LANGUAGE. [pAET II. 
 
 LESSON X. 
 
 CHICKEN-LITTLE PUTS IN AN APPEARANCE. 
 
 1. Felt — great discovery. 2. Then — began — flap — acted 
 
 — though — going 
 — crow. 3. One — 
 young roosters — >- 
 out, "Hear!" 4. 
 Time — head — - 
 much muddled. 5. 
 Began — up — down 
 — line, calling — 
 which, duck, chick- 
 en, — happened — no 
 matter — end — mid- 
 dle. 6. While — 
 squatted down — 
 middle — began — say — which, which, which — could. 7. When 
 written— words— this— WHICH, WHICH, WHICH, WHICH, 
 WHICH, which, which — end — whisper. 8. Poor — crazy — 
 through. 9. Turned — side, stretched — drew — legs — dou- 
 bled — toes — gone! 10. Plan — telling ducks- — chickens — 
 waddling — walked — too much. 11. Hens — long ago — left 
 — gone — work. 12. Scattered here — there — very busy. 
 13. Chicken-Little — top — hen-coop. 14. Older — larger — 
 leg entangled — not think — wiser. 15. Grows large — proud. 
 16. Ashamed — close — mother — time. 17. Long steps — 
 rooster — hold — head — high — important. 18. Likes — hear — 
 crow, — crow himself. 
 
 CHICKEN-LITTLE. 
 
PART II.] NATURAL HISTORY AND LANGUAGE. 
 
 LESSON XI. 
 
 THE DANGER AND THE RESCUE. 
 
 1. After — up — hen-coop — thought — practise — crowing. 
 2. Stretched out — roos- 
 ter do — flapped — queer 
 — noise. 3. Not sound 
 much — crowing. 4. 
 Loud — Chicken-Little. 
 5. Jumped down — 
 heap — straw — eel-grass 
 
 — corner — yard. 6. 
 Scratched — while — pile 
 — few worms — seeds — 
 ate. 7. Hold — long 
 piece — eel-grass — tried 
 
 — swallow. 8. Grows 
 — strips — long — narrow. 9. Not see — strip — double — loop 
 — end. 10. Almost down — loop — slipped below — under- 
 side — bill — could not — up — down. 11. Finding — choking 
 — ran out — yard. 12. Hens — up — help — rest — mother. 
 
 13. Saw — trouble was — hold — loop — bill — pulled out. 
 
 14. Right again. 15. Mother — sternly — moment — pun- 
 ished — . 16. Seven — eight — pecks — hard — top — head. 
 17. Right. 18. Picture — Chicken -Little — head down — 
 meek. 19. Tears — rolling — cheeks. 20. One — hens — heard 
 — try — crow — said — thought — tarry somewhere — feathers — 
 grown. 21. Too sorry — angry — insult. 22. To — punished 
 — mother — laughed at — old hen, — too much. 
 
 DANGER AND RESCUE. 
 
34 
 
 NATURAL HISTORY AND LANGUAGE. [PART II. 
 
 LESSOJST XII. 
 
 SOMETHING VEEY STRANGE. 
 
 SOMETHING STRANGE — HEN IN A FIT. 
 
 1. All — time — Mother Kedarcut — lying — claws — curled 
 up. 2. Somebody — poultry — old lien — dead. 3. All — up 
 — stood round — looking — sorry. 4. " Pip," said one. 
 5. u Blind staggers" — another. 6. "Poor old — studied — 
 waddle question — hard — dead," — third. 7. This picture — 
 one leg — out — claws — that leg — straight. 8. While — hens 
 — looking — little ducks — near — began — poke round — hen. 
 
 9. Thought — dead ; — at once — out — one foot — over — duck. 
 
 10. Out — other — another duck. 11. Began — kick — fast — 
 hardly see ; seemed^— fly. 12. "Why," — rooster, "hen — 
 dead — kicking !" 13. Pretty soon — sat up — strange, buz- 
 
PART II.] NATURAL HISTORY AND LANGUAGE. 
 
 35 
 
 zing, clicking — heard. 14. Shortly — out — month — words : 
 which, which, WHICH, WHICH, WHICH, WHICH, WHICH, first 
 — whisper — very lond. 15. "Strange things to-day," — 
 rooster — sternly — hens. 16. "Know now — happens — hen 
 — no chickens — own, when — meddles — other — chickens !" 
 
 LESSON XIII. 
 
 THE GREAT SHIPWRECK ON THE DUCK-POND. 
 
 SHIPWRECK ON DUCK-POND. 
 
 1. One — chicken — make — deal — trouble — poultry-yard ; 
 two — kind — chickens — same brood — make — four — much 
 
36 NATURAL HISTORY AND LANGUAGE. [PART II. 
 
 trouble as — . 2. Picture — chickens — board — side — pond. 
 3. Wind — howling — waves roaring. 4. Chickens — wrecked, 
 and — danger. 5. Trouble — about — way. 6. Old Mother 
 Hen-Pen — and — ten children — near — pond — food. 7. End 
 
 — board — rested — shore — other end — floating — water. 
 
 8. Miss Biddy — kernel — corn — lying — board — ran — get it. 
 
 9. Kernel — large — Biddy's — small. 10. While — trying — 
 swallow — corn, Chicken-Little — her and ran — get — away — 
 Biddy. 11. They — first — side — and then — other. 12. Shore 
 end — loosened, and — slid — water. 13. Chickens — now — 
 raging — duck-pond. 14. Old hen — seen — danger — rushing 
 
 — outspread — away — pond. 15. After help — save — chil- 
 dren — drowning. 16. Thought — go — rooster first. 
 
 LESSON XIY. 
 
 COME AND HELP! 
 
 1. Picture — hen — talking — rooster. 2. Hens — chickens- 
 together — hear — Mother Hen-Pen — story. 3. When — near 
 — rooster — standing — hen-coop — crowing — busily,— stopped 
 politely — hear — hen — say. 4. Screamed out— children — 
 drowning — asked — if — heart not — help save — children — 
 watery grave — bottom — pond. 5. Booster — lazily — pond — 
 and — most likely — if — drowned — float. 6. No — alarm. 
 7. No doubt — everything — come — right — wind — drive — 
 corpses ashore. 8. All the hens — " Shame " — one — hen — 
 "All alike. 9. Spurs — bird's — and — long feathers — tail — 
 and — what — get! 10. Crow and — big, but — heard — 
 
PART II.] NATUKAL HISTORY AND LANGUAGE. 
 
 37 
 
 THE HEN S APPEAL. 
 
 rooster — cared — chickens? 11. I wish I — ten pounds. 
 12. Hens 'looked — if — hustle — peck — . 13. If — had — hen- 
 pecked all over. 14. Rooster — loftily — hen, and said — think 
 — matter over, — see — best — done. 15. Time — gobbler — 
 gander, and — rest — poultry — near — hear — going on. 
 
 LESSON XV. 
 
 THEY FORM A PLAN. 
 
 1. Picture — old gobbler — old gander — all — poultry — 
 going — pond. 2. Old Motner Hen-Pen — way. 3. Much 
 excited, and — feathers — ruffled — . 4. Walking — single 
 file. 5. Next — old hen — old gobbler — duck, — gander. 
 
38 
 
 NATURAL HISTORY AND LANGUAGE. [PART II. 
 
 6. Rooster — behind — . 7. Behind — 
 
 rooster — hens — chickens. 8. Wrecked 
 
 — saved ! 9. Little while — confu- 
 
 sion, and everybody — somebody 
 
 something. 10. Now — plan! 11. 
 
 Old gobbler, — gander, and 
 
 — duck — plan apiece, and — 
 
 going — save — chickens. 
 
 12. Old gobbler— 
 
 long — and — 
 
 wade 
 
 f^Y 
 
 -u; 
 
 deep water. 13. 
 Old gander — duck 
 — old sailors, and 
 course know — 
 people — drowning. 
 14. Way down — wa- 
 ter — young hen — an- 
 other, "See — turkey — 
 feet — three-tined hay- 
 forks !" 15. " Yes,"— 
 other, — look — "red 
 legs — gander. 16. Feet — soup-ladles 1" 17. Then both — 
 
 THEV FORM A PLAN. 
 
PART H.] NATURAL HISTORY AND LANGUAGE. 
 
 39 
 
 hens — looked — delicate — and then — each other. 18. That 
 — always — way. 19. When birds — great plans — heads, 
 great duties — perform, — feet — expect some — talk. 20. Will 
 delicate — save chickens — drowning ? 
 
 LESSON XYI. 
 
 THE TRIAL OF THE PLANS. 
 
 =si>. 
 
 '%^/S^^ 
 
 THE GANDER'S ADVICE. 
 
 1. Wrecked — now — middle — pond. 2. Wind — still howl- 
 ing — waves — roaring. 3. One — wave — rolled up — board 
 and wet — bottoms — chickens' — . 4. That — great — dan- 
 
40 NATURAL HISTOKY AND LANGUAGE. [PART II. 
 
 ger — . 5. Old gander — gobbler — duck — shore — near — wa- 
 ter. 6. If — chickens — Europe, or — other— oil: place, — looks 
 — come down — see — off. 7. Now — one — say, "Nonsense, 
 — cannot — Europe — duck-pond." 8. Person — not — things. 
 9. Can go — Europe — enough — pond. 10. Way — pond — 
 larger. 11. Other — bring Europe — pond. 12. Gander tried 
 
 1 — plan — -save — . 13. Screamed out, " Spread wings 
 
 and shore." 14. See standing — foot — other — pushed 
 
 forward. 15. Wind — blowing — hard. 16. Thought — make 
 — trumpet — foot, and — voice go — that. 17. Wanted — sure 
 — making — hear, but — leg — not long — reach — mouth. 
 18. Chickens — not flap— and rise up — water, as — thought — 
 would. 
 
 LESSON XVII. 
 
 STICK TO THE BOARD! 
 
 1. Course — trouble — not hear. 2. Wind — strong — 
 speaking - trumpet — not work. 3. Then — gobbler — 
 
 plan. 4. " Jump ship wade shore." 5. Voice — 
 
 hoarse — sounded — water — jug — turn — bottom side up. 
 6. Thought — way — sea-captains — storm ; — chickens — not 
 
 jump. 7. Duck — plan. 8. "Dive water swim 
 
 land!" — not dive — swim. 9. Hen — crazy. 10. Knew — 
 such plans — not save — watery grave — because — no wings — 
 fly — legs — short — not swim. 11. So — sensible — shouted — 
 top — "Stick — if — jump — I — ." 12. Kest — said — not 
 heard, for— wind — hard — then. 13. Moment — ship — loud 
 crash — shore — rocks. 14. Thrown — almost — feet — shock. 
 
PART II.] NATURAL HISTORY AND LANGUAGE. 
 
 41 
 
 STICK TO THE BOARD ! 
 
 15. Every timber — trembled. 16. Picture — gobbler — gan- 
 der — duck — old hen. 17. Disgusted — spoiled — plans. 
 18. "Saved — enough — ," grumbled — gobbler, "if — fussy — 
 hen." 
 
 LESSON" XYIII. 
 
 THE ESCAPE FKOM THE WATERS. 
 
 1. Chickens — landed — wreck — not — Europe. 2. Ship — 
 not — hurt — striking — rocks, and — declare — wretches — fight- 
 ing again! 3. Lowered — heads — ruffled up — feathers — 
 
 necks, — fighting — supjDOse, because — love — fight. 4. Glad 
 C 
 
42 
 
 NATURAL HISTORY AND LANGUAGE. [PART II. 
 
 ■ — say — kernel — lies — mud — bottom — pond, — not fight — 
 more — that. 5. Dropped— way across — pond. 6. Hen — 
 rushing — outspread — chickens — along — shore. 7. Now, 
 some — say, " Why — man — made — show — what — hen — when 
 ■ — came — chickens ?" 8. Course — kissed — . 9. Saved — wa- 
 tery grave — know. 10. Perhaps — man — made — picture — 
 
 ESCAPE FROM THE WATERS. 
 
 afraid — show — hen — kissing — chickens. 11. Perhaps — 
 knew — would kiss — loud smack, — might wake — owner — 
 poultry-yard, if — nap. 12. Any rate, — put — hen where — 
 and all chickens — learn three lessons — story. 13. First les- 
 son, — quarrel — kernel — corn. 14 Second — quarrel — wa- 
 ter. 15. Third — not go near — water, if — not fly — swim—* 
 wade. 
 
PART II.] NATURAL HISTORY AND LANGUAGE. 
 
 43 
 
 LESSON XIX. 
 
 THE MEMBERS OF THE FAMILY. 
 
 THE FAMILY GROUP. 
 
 
 1. Here — whole family. 2. Father — sitting — piazza — 
 reading. 3. Owner — poultry- yard. 4. Mother — sitting 
 near — sewing. 5. Bose — sitting — haunches. 6. Belongs — 
 John. 7. John — oldest — family — talking — Bose 8. Mar- 
 garet — oldest daughter. 9. James— other son, — younger : — 
 
44 NATURAL HISTORY AND LANGUAGE. [PART II, 
 
 Margaret. 10. Bessie — younges't — family. 11. Always 
 know James — picture, because — always — hands behind — 
 back. 12. Tom — cat — fast asleep near — feet — mother. 
 13. Belongs — Bessie. 14. Trying — Tom out — romp — grass. 
 15. Just rolled — ball and — called Tom — run after. 16. Tom 
 — opened one eye, but — not wish — move. IT. Kitten days 
 — over. 18. Margaret — brought — Hen-Pen — ten chickens 
 — lawn — front — house — show — father — mother. 19. Chick- 
 en-Little — Miss Biddy — standing — each other. 20. Older 
 than — when — wrecked — dark waters — duck-pond, — hoped 
 — wiser. 21. Other chickens — family — no names — best 
 part — perhaps. 22. James — no pets. 23. Keeps near — 
 mother. 24. Hear more — family by-and-by. 
 
 LESSON XX. 
 
 PIN-FEATHERS. 
 
 1. Picture — toad. 2. Number — chickens — standing 
 round — . 3: Sizes — ages. 4. None — seen — toad. 5. Young- 
 er — seem — think — new kind — bird, but none — seen — bird 
 — four legs. 6. Fly lighted — stick near — . 7. Toad's tongue 
 — out — fly — no longer — stick. 8. One — chickens looked — 
 through — thought — piece — lightning — come out — mouth, 
 and — struck — fly. 9. "Oh, my!" — another, — "see — 
 mouth?" 10. When — swallowed, — shut — eyes. 11. All 
 chickens shut — and swallowed — . 12. Fly — tickle — throat 
 as — went — toad — up — fore — and rubbed — stomach. 
 13. Every one — chickens — foot apiece — rubbed — . 14. Old 
 
PART II.] NATURAL HISTORY AND LANGUAGE. 
 
 45 
 
 WHAT is ir? 
 
 hen — saw — chickens — through — antics. 15. Striding — ring 
 — big feet — down — backs — that — not — way. 
 
 LESSON XXL 
 
 WICKED DICK. 
 
 1. After — hen — inside — ring — lowered — head — toad — one 
 — eye. 2. Toad — jump. 3. So — leap. 4. Moment — raised 
 — head — little — toad — against — tumbled — back. 5. Hen — 
 curiously — instant — then — spread — napped — . 6. " Go — ," 
 called out, " — nothing — toad." 7. Scattered. 8. Picture — 
 toad — back — feet wriggling — air. 9. Old hen — napping 
 
46 
 
 NATURAL HISTOEY AND LANGUAGE. [PART II. 
 
 S-' STS~<^ 
 
 lr^> 
 
 r^\ 
 
 WICKED DICK AND TOAD. 
 
 — chickens — all directions. 10. One — picture — standing 
 apart — rest. 11. Mouth open — leg — pushed — behind — ■' 
 wing — that side — stretched — with — leg. 12. Gaping — 
 "Ho, horn I" 13. That — way — saying — not care — toad. 
 14. Sorry — say that — worst — poultry-yard. 15. Children — 
 Wicked Dick. 16. Not care — anything — good. 17. Come 
 — pin-feather age, and — for chickens — best age — worst — . 
 
 LESSON XXII. 
 
 THE PERSEVERING HEN. 
 
 1. Pin-feather age — age when, if — chicken — good, — good- 
 ness — itself — time — feathers — come out. 2. If — going — 
 bad, — evil — come out — feathers. 3. No doubt — Dick — ill- 
 looking — . 4. Rowdy. 5. If — wore hats, Wicked Dick — > 
 
PART II.] NATURAL HISTORY AND LANGUAGE. 
 
 47 
 
 wear — side — head. 6. As— -comb lops — side. 7. If — fight- 
 ing—on, "Wicked Dick — sure — run — see. 8. Road — ruin — 
 fellow — . 9. Curious thing — when — young. 10. John — 
 hen — wanted — sit — eggs. 11. Away — eggs, — that — no 
 good. 12. Hen stuck — nest. 13. John — bricks, one — other, 
 
 PERSEVERING HEN. 
 
 — foot high — nest — left — hole — rows — bricks. 14. Old hen 
 —not beaten — that way. 15. Climbed — pile — sat — hole. 
 16. Picture shows — hen — nest — bricks. 17. After — another 
 —hatched — brood — chickens, — John's — went — new brood 
 —began — cluck. 18. Mother hen drove — away — times — « 
 
48 
 
 NATURAL HISTORY AND LANGUAGE. [PART II. 
 
 came back — time — kept on — clucking. 19. Wicked Dick — 
 not — bright, — went sometimes — one — sometimes — other. 
 
 LESSON XXIII. 
 
 A PORTRAIT. 
 
 WICKED DICK. 
 
 1. Course — way — no training, poor — . 2. Not know 
 which — hens — mother. 3. Even know — whether — any 
 mother. 4. By-and-by neither — hens — own. 5. Worse — 
 worse. 6. Great loafer — poultry-yard, — does — manner — 
 evil things. 7. Evidently belongs — Shanghai, — nobody 
 
PART II.] NATURAL HISTORY AND LANGUAGE. 49 
 
 thinks well — . 8. Here — large — Wicked Dick running — 
 something — somebody. 9. Man — made — wanted — show — 
 Dick looked when — doing — mean. 10. Looks— though — ■ 
 stealing, — afraid — somebody — after — . 11. Can see— wild 
 eye — . 12. Feathers — not — smooth. 13. Stick out — over — . 
 14. Dick— never been — sand-bath. 15. Anybody — see — 
 never prinked — feathers. 16. Always — dirty. 17. Chick- 
 ens — did such things, — would — clay pipe — mouth — ago, — 
 chewed tobacco. 18. Here — mean tricks. 19. Yery often — 
 hen-coop, — when — chicken smaller — goes by, — run out — 
 peck — . 
 
 LESSON XXIV. 
 
 HE GOES DOWN INTO THE DARK WATERS OF THE DTTCK-POND. 
 
 1. Dick's legs — long, — seems — proud — . 2. Perhaps — be- 
 cause — help — run away — fast after — done — trick. 3. John 
 says — chickens — trousers, Dick would — made — small — leg, 
 — wide — bottom. 4. One day — gander — standing — shore — 
 duck - pond — head stretched out — water, — screaming — 
 loudly. 5. Down — Dick — shore, — stretched — neck just as 
 — seen — gander — . 6. Then— -made — strange — indeed. 
 7. Suppose — meant — crow. 8. When — gander — noise, — 
 turned savagely — . 9. Dick looked — gander — though — ask- 
 ing — if — not think — good crowing — young — . 10. Gander 
 — nothing, but — nape — put — dark waters — pond. 11. Not 
 dark — deep. 12. Struggled, but — no use, — down — went. 
 13. After — came — choking badly, — scrambled — shore, 
 looking — fowl — rained on — black water. 14. Picture — 
 
 C2 
 
50 
 
 NATURAL HISTORY AND LANGUAGE. [PART II. 
 
 WICKED DICK'S BATH. 
 
 Dick — mouth — gander, — j list before — explored — pond. 
 15. All — learn — two lessons — story. 16. First — always 
 — mother. 17. Second — not — Shanghai — . 
 
 LESSON XXV. 
 
 THE STORY OF THE BLUE MOUNTAINS. 
 
 ; 1. Large picture — page 51 shows — country — poultry-yard 
 — around. 2. Left — house — where — owner — yard lives. 
 3. High hills — far away. 4. Blue Mountains — called — peo- 
 ple — near — live — yard. 5. Rocks — foot — mountains — fox 
 — sly — old — hole. 6. Right — yard — field — covered — partly 
 — trees. 7. Field — small hill — picture — not show. 8. Small 
 
THE POULTRY-YARD AND THE NEIGHBORING COUNTRY. 
 
52 
 
 NATURAL HISTOEY AND LANGUAGE. [PART IL 
 
 THE STORY OF THE BLUE MOUNTAINS. 
 
 picture — page 52 — half -grown — standing — top — hill, look- 
 ing — mountains — distance. 9. Name — Biddy. 10. Sister — 
 Chicken-Little, — daughter — Hen-Pen. 11. Not far — creep- 
 ing slyly — chicken. 12. Out all night — way — home. 
 13. Fox — lives — Blue Mountains. 14. Saw — standing — lit- 
 tle hill — made up — mind — breakfast. 
 
 might 
 
 15. Bose — running — 
 fox. 16. Thinking so much — chicken — not see 
 
 Bose. IT. Picture — not large — show Bose — run — race. 
 
 LESSON XXYI. 
 
 LONGINGS. 
 
 1. All — see — picture took — about — time Chicken-Little — 
 trying — hard — learn — crow. 2. Miss Biddy, — like Chicken- 
 
PART n.J NATURAL HISTORY AND LANGUAGE. 
 
 53 
 
 ^:^/ 
 ^ 
 
 'Mi 
 
 
 Little, — tired — round — mother. 3. Able — take care — her- 
 self. 4. Dresses — white — blue spots. 5. Feathers — neck — 
 down very prettily, — look — ribbons. 6. Feathers — fore- 
 head — wears hanged. 
 
 7. Many — day lately 
 — looked — knot - hole 
 — poultry — fence — 
 thought how happy — 
 should — could — reach 
 — Blue — over yonder. 
 
 8. There, — ■ thinks, — 
 bugs — golden — worms 
 — long — fat, — seeds — 
 large — luscious. 9. 
 Poultry -yard — noth- 
 ing — scratch, scratch, 
 — work, work, — long, 
 — after all, — get — liv- 
 ing. 10. Blue Mountains she — only have — open — mouth. 
 — grasshoppers — come flying, — ask — eaten. 11. Morning — 
 left — wicket-gate — side — poultry-yard, — out — Biddy. 
 
 LONGINGS. 
 
 LESSON XXVII. 
 
 "NOW" I AM FREE!" 
 
 1. Out went Biddy — wide, wide — . 2. "Now — free!" — 
 said — herself. 3. Sauntered along — side — fence — came — 
 
54 
 
 NATURAL HISTORY AND LANGUAGE. [PART II. 
 
 knot-liole. 4. Here — stopped a moment — take— last look — 
 dirty — poultry -yard. 5. Picture — looking through — one 
 eye. 6. Saw — mother busy — domestic duties — usual. 7. 
 Old Mother Hen -Pen — scratching — pile — straw — dirt. 8. 
 Evidently — old hen — made — mind — get out — bug, worm, 
 and seed — pile — that very day. 9. Family — fed. 10. First, 
 out — right foot, — dirt flew. 11. 
 Then out — left foot, — flew again. 
 12. Ked comb — bead swayed — side, 
 keeping time — feet. 13. "Ah," 
 said — " mother always — drudge ! 
 14. Never — Blue 
 
 Mountains 1" 15. 
 Then — sauntered 
 
 — reached — lit- 
 tle hill. . 16. Blue 
 Mountains seemed ^ 
 
 — far off — ever. i*3^ 
 17. This — always gjp 
 the way — young 
 chickens. 18. Get 
 something — very 
 easily — not want 
 — . 19. "When far 
 
 NOW I AM FREE 
 
 1" 
 
 away, — want — 
 
 much. 20. Seemed — Biddy — grasshoppers — found — way — 
 hill — larger — fatter than any — seen — mother catch. 21. 
 Flapped — little wings : — joy — think — going — Blue Mount- 
 ains. 
 
PART II.] NATURAL HISTORY AND LANGUAGE. 
 
 55 
 
 LESSOR XXVIII. 
 
 HOW THE RACE BEGAN. 
 
 1. Way Bose began — race — fox. 2. After breakfast 
 — went out — poultry -yard — lie down — sunsliine — nap. 
 3. Often did — . 4. Every one — yard liked — except — gander 
 — gobbler. 5. Very often, — Bose — along quietly — yard, — 
 gander stretches out — long neck — hisses — . 6. If Bose 
 
 HOW THE RACE BEGAN. 
 
 stops, — gander — turn round — waddle away — fast — legs — 
 carry — . 7. Hens like Bose, because — strange cats — chick- 
 ens. 8. Chickens — so friendly — often climb — back — side 
 — asleep. 9. Bose likes — chickens about, because — keep off 
 — flies. 10. Picture Bose — lying down — forepaws stretched 
 
56 
 
 NATURAL HISTORY AND LANGUAGE. [PART II. 
 
 out, — head resting— them. 11. Quite a number — chickens 
 running about him. 12. One — back, — stretching — wings. 
 13. Bose — half asleep. 14. Eye — partly open. 15. Hap- 
 pened — look — wicket-gate — caught — glimpse — fox. 16. In 
 an instant up jumped Bose, — ran pell-mell — gate. 
 
 LESSON XXIX. 
 
 WHAT HAPPENED IN THE POULTRY-YARD. 
 
 Vl 
 
 WHAT HAPPENED IN THE POULTRY-YARD. 
 
 1. First leap — knocked over — gobbler, — left — feet — air. 
 2. Old gander — , usual, walking — shore — pond. 3. Way out, 
 
PART II.] NATURAL HISTORY AND LANGUAGE. 57 
 
 — hit — and tumbled — headlong — . 4. Excitement — poul- 
 try - yard. 5. But — Hen - Pen scratched — pile — dirt. 
 6. Cared nothing — gobbler. 7. Strutting up — down — 
 yard — half — time, — showing off — fine feathers. 8. Think- 
 ing — little work, — fuss — feathers. 9. So, — on feet — on 
 back, — cared little. 10. Not noticed — one — own children 
 — left — yard. 11. If — , — would have — troubled. 12. Course 
 — not spend half — counting — . 13. Too busy — . 14. Old 
 hen — seen Biddy— knot-hole, — thought how idle — child — , 
 — clucked — come away. 15. JSTot know how — notions — 
 head — . 16. Picture — exactly — thiugs looked — Bose left 
 — yard. 
 
 LESSON XXX. 
 
 THE RESULT OF THE CHASE. 
 
 1. Bose — very fast, — felt sure — catch — fox. 2. Pretty 
 soon — fox saw — stopped, then sprang — feet — started — den. 
 
 3. The fox — not — very fast, because — not much afraid — . 
 
 4. Paced — before, — knew well enough — fast Bose — run. 
 
 5. Turned — head now — then — see — getting along. 6. "Work- 
 ed hard, — not gain — fox. 7. Barked — whined, — not make — 
 feet — faster. 8. Fact — , — little conceited. 9. Thought — 
 run faster — , — mistaken. 10. Tried — race — more — twen- 
 ty — , — beaten every time. 11. Another kind — catch — fox, 
 — not know this. 12. Bose could see — inch by inch — losing 
 ground. 13. Provoking. 14. Faster — went — faster — went. 
 15. At last — fox — high stone wall,— flying leap — , — never 
 
58 
 
 NATURAL HISTORY AND LANGUAGE. [PART H. 
 
 RESULT OF THE CHASE. 
 
 touched — top stone. 16. Knew — not do that, — stopped. 
 17. Climbed up — wall — get — last look. 18. Picture — Bose 
 — top — wall — taking — look — fox — distance. 19. Usual, — ■ 
 lost — race. 
 
 LESSON XXXI. 
 
 BACK TO THE OLD POULTRY- YARD. 
 
 1. Bose — home — trotted slowly. 2. Felt sorry — not 
 caught — fox. 3. Pretty soon — sight — hillock. 4. There — 
 silly little chicken — still. 5. As — came up, — stuck out — 
 stubby wings — flapped. 6. Notions — running away — still 
 full. 7. Bose — soon put — end — nonsense — Blue Mountains. 
 
PART II.] NATURAL HISTORY AND LANGUAGE. 
 
 59 
 
 8. Barked furiously — chicken. 9. Frightened — poultry-yard 
 — Miss Biddy — ran — all her might. 10. Half flying, — half 
 
 P^^P^>^ 
 
 *v- 
 
 BACK TO OLD POULTRY-YAKD, 
 
 running — picture shows. 11. Biddy's 
 Mother — Bose bark, — saw — running 
 
 12. Gone wrong — something — knew. 
 
 13. Frightened chicken — rushing — lit- 
 tle wicket-gate, screaming — mother. 
 
 14. Back — dirty — yard — glad enough 
 — there. 15. So this was — end — fine 
 notions — Blue Mountains. 16. Grass- 
 hoppers — fat, — worms — large — lively 
 — those mountains, — but — eating — 
 Miss Biddy's — not. 17. As — Biddy 
 — near, — looked sternly — old hen — 
 child. 18. ISTot know — else happen- 
 ed, but they say — silly chicken's eyes 
 — redder — next morning — nsual. 
 
CHICKEN-LITTLE. 
 
PAET III. 
 
 LESSON I. 
 
 HOW CHICKEN-LITTLE BECAME A HERO. 
 
 1. Picture — Chicken-Little — another. 2. Time — passed 
 — swallowed — eel-grass. 3. Then — chicken, green — gawky; 
 now — rooster — large — handsome. 4. Red comb — head, — 
 upper part — neck — wattles — very red. 5. Farther down — 
 green, crimson — golden — color — plumage — over — tail — ■ 
 
 — graceful curve — hung — 'feathers — two long, shining. 
 6. Legs — spurs — two — curved — long — very sharp. 7. No 
 doubt — bird — very fine looking. 8. Chicken-Little — busy 
 — very — keeps. 9. Crows — night — number — times — one or 
 two o'clock, — again — daylight — crows. 10. Morning — left 
 — perch — crowed loudly. 11. Yoice — weak no longer, — loud 
 
 — clear — heard. 12. Crows — hens — chickens — heads — 
 wings — pull out — gape — stretch — legs — wings. 13. One — 
 one — jump down — roost — get ready — work — day. 
 
 LESSON II. 
 
 HIS GENEROSITY. 
 
 1. Chicken -Little — left — old pride. 2. More slowly — 
 walks — used to — head higher. 3. Generous. 4. Finds — 
 worm — tender — juicy insect, — not eat. 5. Takes — up — 
 bill, — puts — down — again — again. 6. Doing thi^ — calls 
 
62 
 
 NATURAL HISTORY AND LANGUAGE. [PART III. 
 
 1^%? 
 
 HIS GENEROSITY. 
 
 softly — hen — chicken — come — get — . 7. Runs up — hen — 
 drops worm — looks — happy — swallow — . 8. Picture — 
 found — worm — polite offer — hen. 9. Not quarrelsome. 
 10. Younger — now — sham battles — brothers. 11. Chicken- 
 Little — Miss Biddy — quarrelled — little. 12. Remember — 
 kernel. 13. Long ago. 14. Now — sees — fighting — two — 
 steps up — looks sternly — . 15. If — keep on — peck — one — 
 then — other. 16. End — battle. 
 
 LESSON III. 
 
 DANGER IS NEAR. 
 
 1. Picture — Chicken-Little — middle — yard — eye — sky. 
 
 2. Nine o'clock — bright day — summer — poultry — busy. 
 
 3. Some — sand-bath. 4. Old hen — sitting — ground, — two — 
 
PART III.] NATURAL HISTORY AND LANGUAGE. 
 
 63 
 
 chickens — back, while others — family — seeds — near — . 
 5. Ducks — big — little — paddling — water — pond. 6. Old gob- 
 bler — handsome feathers — talking loudly — nothing — old 
 gander — waddling — nibbling — blade — grass here — there. 
 1. Both — brave enough — any enemy — face. 8. Chicken- 
 Little — eye fixed — hawks — air — sailing. 9. Wants — sure 
 
 /*? / V'$§£ffi/'» ' aC vvOC \V w\\\ \W \vi ^ 
 
 DANGER IS NEAR. 
 
 — watching — poultry-yard. 10. Long way — hawk — see — 
 so — sails — air — high up. 11. So keen — sharp — eyes — 
 see plainly — below — going on. 12. Chicken-Little — wide 
 circles — saw — hawks — air — every time — went round — - 
 nearer — ground — nearer. 13. Hear — plainly — "Kai, kai, 
 kai." 14. Felt sure — try — chicken, — loud cry — warning — 
 gave. 
 
64: 
 
 NATURAL HISTORY AND LANGUAGE. [PART III. 
 
 LESSON IV. 
 
 THE CRY OF WARNING, AND WHAT CAME OF IT. 
 
 
 5^ 
 
 RESULT OF THE WARNING CRY. 
 
 1. What happened — shows — picture — poultry-yard — when 
 — cry — warning — heard. 2. Mother's wings — running — 
 chickens — little. 3. Hens — old — chickens — half-grown — ■ 
 safe place — rushing along. 4. Hens tumbling — chickens — 
 liens. 5. Gobbler ran so fast — tripped — fell flat. 6. Lies. 
 7. Courage — out. 8. Look — eyes — head — out — coming. 
 9. Hawk — dreaded — coming. 10. Gander — not run — so 
 flying away — fast enough — fast — can. 11. See — one way 
 1 — long legs — stretched out — long neck — other. 12. Bottom 
 ■ — pond — diving — little ducks. 13. Webbed foot — here — 
 
PART III.] NATURAL HISTORY AND LANGUAGE. 
 
 65 
 
 there — see — sticking out — water. 14. Old duck — frantic 
 efforts — making — water — under — get down, — not deep 
 enough. 15. Leg — body — part — water — above— no far- 
 ther. 16. Head — mud. 17. Ducks — other — flying — away. 
 18. Chicken-Little — only — not afraid. 19. Every one — run- 
 ning — get out — way — while — eye fixed — hawks. 20. Bold 
 bird — hawk — attack — dares. 
 
 LESSON Y. 
 
 THE CAUSE OF THE TROUBLE. 
 
 
 .j£$g** e $m 
 
 CAUSE OF THE TROUBLE. 
 
 1. Picture — chickens — two — not heard — Chicken-Little — 
 warning cry. 2. One — worm — picked up. 3. Worm — see 
 — wriggling — mouth. 4. Other chicken — piece — worm — 
 after — running. 5. ~No cry — heard — not see — hawk — 
 dreaded. 6. Yard — clear — poultry — chickens — too — Chick- 
 en-Little — except. 7. Young chickens — just like. 8. Dam 
 D 
 
66 
 
 NATURAL HISTORY AND LANGUAGE. [PART III. 
 
 ger — never see — too -late— avoid. 9. If — worm — quarrelled 
 — come near — no hawk — yard. 10. One — saw — chickens — 
 mind — made up — one — breakfast — spite — Chicken-Little. 
 11. Chicken-Little — not watch — hawk — drive off — chickens 
 — same time. 12. As — looked up — see — fierce eyes — hawk 
 — bent down — head — see — chickens. 13. Now for it — com- 
 ing — thought. 14. Balanced — hawk — himself — moment — 
 wings — swooped — down . 
 
 LESSON VI. 
 
 THE BATTLE. 
 
 
 THE BATTLE. 
 
 1. Chicken -Little — -little way — flew up — meet — came 
 clown — hawk. 2. How — looked — met — when — shows — 
 
PART III.] NATURAL HISTORY AND LANGUAGE. 67 
 
 picture. 3. Sharp bill — spurs — sharp — Chicken -Little. 
 4. Hawk — sharp beak — talons — sharp. 5. Struck — hawk — 
 hard — spurs — Chicken-Little — feathers fly. 6. Grasp — tried 
 — Chicken-Little — neck — hawk — sharp talons. 7. Both — 
 ground — fighting. 8. Time — two chickens — saw — going 
 on. 9. Worm — dropped — ran. 10. Chickens — little — 
 trouble — get — themselves — others — danger comes — m an- 
 age — way — get out — almost always — when. 11. Old- 
 er heads — not make — trouble — blows — take — have to. 
 12. Got away — Chicken-Little — hawk — another dash — make 
 — going to — hawk — no chance — that morning — chicken — 
 and — not care — Chicken-Little — fight — any more. 13. Broad 
 wings — off — spread. 14. Great victory — Bird of Prey — 
 dreaded hen-hawk — won — Chicken -Little. 15. Owner — 
 when — poultry — heard — warning cry — Chicken -Little — 
 went out — matter — two boys — went out — John — James. 
 
 LESSON VII. 
 
 THE REFEREE. 
 
 1. Girls, Maggie — Bessie — out. 2. Dog — kennel — rushed 
 — see — going on — cat — safe distance — looked on. 3. Fight 
 — over — house — father — went. 4. Too bad — rooster — 
 so brave — John — call — Chicken -Little. 5. Remember — 
 Maggie — name — gave — very small. 6. " ISTow, Margaret, — 
 see — done/' said — , "big rooster — call — Chicken-Little! 
 7. Just like — silly names — give ;" — hat — pulled off — threw 
 
68 
 
 NATURAL HISTORY AND LANGUAGE. [PART III. 
 
 — ground — force — great deal. 8. Margaret — warm day — 
 very. 9. New name — wanted — but — not think — any. 
 10. Matter over — went — father — after talking — asked — give 
 — new name — Chicken-Little. 11. Reading— chair — father 
 — sitting. 12. Shows — picture — children stood. 13. Looked 
 up 
 
 father — might call — Chanticleer. 
 
 14. Maggie — 
 
 THE REFEREE. 
 
 too .long. 15. Either — didn't mean — anything — John. 
 16. "Well" — 'Him of the clarion voice'" — call — father. 
 IT. Puzzled. 18. Laughed — father — not good — names — 
 giving. 19. "Well," — John — "thing — sure — gander — 
 coward — perfect." 20. Father — "yes — show — white feath- 
 er." 21. John — course — hasn't — white feathers — show. 
 22. Smiled — no more — father — but. 
 
PART III.] NATURAL HISTORY AND LANGUAGE. 
 
 69 
 
 LESSON YIIL 
 
 THE THREE-CORNERED DUEL. 
 
 iOfc jtf* 
 
 IPIWftllL 
 
 THE THREE-CORNERED DUEL. 
 
 ins: 
 
 1. Looks — though — would be — fierce fight. 2. Lowered 
 head — ruffled up — feathers — neck. 3. Fierce — threaten- 
 eyes. 4. Heady — sharp spurs — anything — opposes. 
 5. Tom — hunched up — back, — puffed up — tail. 6. Turn- 
 ed — head — one side — glaring — Bose — Chicken -Little. 
 7. Ready — fly at — sharp teeth — sharper claws. 8. Crouch- 
 ing down — ready — spring — enemy. 9. Houghed up — back 
 — along — eyes — dangerous — look. 10. Upper lip — lifted — 
 
TO NATTJKAL HISTORY AND LANGUAGE. [PART III. 
 
 teeth — low growl — giving. 11. Each one — fiercer — little — 
 both — others. 12. Morning — happened — meet — poultry- 
 yard. 13. Hearts — anger — full — fight — going — three-cor- 
 nered duel. 14. Why — fight — wish ? 15. Chicken-Little — 
 Tom, or Tom — Bose, or Bose — Chicken-Little ? 16. If — 
 Chicken - Little — Tom, why — Tom — hunch up — Bose % 
 17. If Tom — Bose, why— teeth— Chicken-Little? 18. If 
 Bose — Chicken- Little, why — feathers — Tom? 19. Fight — 
 puzzling — badly mixed. 
 
 LESSON IX. 
 
 HOW CHICKEN-LITTLE BECAME READY TO FIGHT A DUEL. 
 
 1. Morning — waked up — Chicken- Little — loud crow — 
 gave. 2. Then — perch — came down — breakfast — yard — 
 went out. 3. Noisier — poultry-yard — usual. 4. Old gander 
 — loud enough — half a mile — screaming. 5. Hens — cack- 
 ling — Guinea-fowl — sky — looking up — pretending — hawks 
 — saw. 6. Uttering — screams — dreadful — know how — 
 make. 7. Coarse — hens — chickens — frightened — running 
 hither — thither — to — fro. 8. Head — noise — ache — Chick- 
 en-Little's — all. 9. Pile — straw — dirt — went — began — 
 scratch. 10. After — found — long while — worm — one — 
 poor — little — half starved. 11. Pleasant note — hen — called 
 — come — eat — . 12. Came — looked sharply — hen — one eye 
 —worm — walked away — coolly — without touching. 13. No 
 wonder — ready — Chicken-Little — duel — fight! 14. Like 
 fighting — felt, but — fight with ? 15. Hooster — no other — 
 yard. 16. Course — hen — rooster — no decent — would fight ! 
 
PAKT III.] NATURAL HISTORY AND LANGUAGE. 
 
 71 
 
 
 REJECTED OFFER. 
 
 17. Moment — head down — Tom — was passing, — walking 
 slowly — yard. 18. Chance — fight — here. 19. So — head — 
 down went — Chicken-Little's — feathers — up went — . 
 
 LESSON X. 
 
 WHAT MADE TOM, THE CAT, READY FOR A DUEL. 
 
 1. All night — out — Tom, but — not caught — mouse. 
 2. Fields — go out — thought — where — see — bird — get — 
 
 breakfast. 3. Birds — busy — very — singing gayly, but — way 
 
 2* 
 
72 
 
 NATURAL HISTORY AND LANGUAGE. [PAJEtT III. 
 
 — keep out — saw — Tom. 4. Grass — slyly 
 — crept, but — could catcli — not — bird. 5. 
 Little cat-bird — faces — made. 6. Charm 
 — then — eat — was going. 7. Instead of — 
 cat-bird — being charmed — impudence — 
 tail — flirt — right — face — then — tree — flew 
 up — imitation — pretty good — mocked 
 Tom — miau. 8. Course — very angry — 
 Tom — made. 9. Tree — cat-bird — quick- 
 ly up — went — when — where — came — 
 was — cat-bird — not there. 10. While — 
 -Tom — tree — cat-bird — ano I i • er 
 again — another miau 
 
 TOM AND THE BIRD. 
 
PART in.] NATURAL HISTORY AND LANGUAGE. 
 
 73 
 
 — mocking. 11. No use — found — Tom — try — catch — 
 birds, so — home — slowly walked. 12. Fence — crept — poul- 
 try-yard — himself — found. 13. Anger — heart — full — also 
 ready — duel — fight. 14. Slowly along — head — down — 
 holding — going. 15. Look up — happened — feathers up — 
 saw — Chicken-Little's. 16. Tom — ready — back — up. 
 
 LESSON XL 
 
 WHAT MADE BOSE EEADY FOR A DUEL. 
 
 it 
 
 BOSE AND RABBIT. 
 
 1. Two things — world — trouble — Bose. 2. "Wretched fox 
 — one — Blue Mountains — lives — other — rabbit — little — mis- 
 erable, — bob-tailed — down — road — lives ; where — never 
 
 could — Bose — find out. 3. Road — down — trotting — morn- 
 D2 
 
74 NATURAL HISTORY AND LANGUAGE. [PART III. 
 
 ing — air — fresh — enjoy — happy — felt. 4. Tail — held — lit- 
 tle higher — usual — looked — more — ever — letter O — like. 
 5. Various things — thinking — when — whish ! — rabbit — road 
 — across — quicker than — " muslin " — could say. 6. Course 
 — wall — Bose — pell-mell — went — rabbit — after. 7. Long 
 chase — clump — bushes — disappeared — usual — rabbit. 
 8. Chased — Bose — rabbit — hundred times — already — lost 
 — always. 9. Tired — vexed — angry. 10. Provoking. 
 
 11. Home — sauntered — lie down — went — poultry-yard. 
 
 12. Anything — busy thinking — hardly saw — walked along. 
 
 13. Tom — Chicken - Little — very near — happened — go. 
 
 14. Looked up — passed them — feathers — back — fur — up. 
 
 15. Something — somebody — fight — wanted. 16. Up — hair. 
 17. So — way — seen — came together — three — first picture. 
 
 LESSON XII. 
 
 TROUBLE IN FIGHTING THE DUEL. 
 
 1. Trouble — duel — fighting. 2. Suppose — rooster — at- 
 tack Tom — drive his spurs — try — Tom's flesh. 3. Chicken- 
 Little — thought " most likely — doing this — while — big jaws 
 
 — fellow, Bose — feather — strip — body !" 4. Suppose — 
 Tom — Chicken -Little — attack — flesh — try — tear — body. 
 5. " Most likely " — Tom — " Bose — fellow — big teeth — crush 
 — bone." 6. Suppose — Bose — Chicken - Little — attack. 
 
 7. Bose — thought — " while — mince-meat — busy — making 
 
 — most likely — cat, Tom — sharp claws — skin — warm." 
 
 8. Three-cornered duel — trouble — fighting — always. 9. Pict- 
 
PART III.] NATURAL HISTORY AND LANGUAGE. 
 
 75 
 
 ure — man — made — Chicken -Little — Tom — Bose — row — 
 put. 10. Tails— up. 11. Chicken-Little— middle. 12. Be- 
 gun — feel friendly — man — look friendly — wanted. 13. Bose 
 — Tom — looking — both — Chicken-Little. 14. Chicken-Lit- 
 tle — one — eye — friendly — Bose — other — Tom. 15. Only 
 
 W 4 
 
 TROUBLE IN FIGHTING THE DUEL. 
 
 one — three — look two ways — once. 16. Wanted — man — 
 Tom — middle — because — shorter — either — others — but — 
 look odd — thought — one — Tom's eyes — loving look — giving 
 —Chicken-Little — other — Bose — time— same. 17. "Hum!" 
 — Bose — himself, " Tom — bad fellow — not — cat ; only fault 
 —will steal." 18. " Well,"— Tom, "Bose— tail— proud- 
 saucy, upward curl, but — dog — only." 
 
76 
 
 NATUBAL HISTORY AND LANGUAGE. [PART III. 
 
 LESSON XIII. 
 
 BETTER THOUGHTS PREVAIL. 
 
 BETTER THOUGHTS PREVAIL. 
 
 1. Way — began — three — think. 2. Chicken - Little — 
 thought — " fight — Tom — Bose — why ? 3. Worm — not re- 
 fuse — offered them!" 4. "Chicken-Little — Bose — why — 
 fight," thought Tom.. 5. "Because — cat-bird — tail— flirt- 
 ed — face — be blamed not — then insulted — miauing — !" 
 
 6. " Chicken-Little— Tom— why— fight— I," thought Bose. 
 
 7. " Not in fault — got away — rabbit !" 8. End — neck-feath- 
 
PART III.] NATURAL HISTORY AND LANGUAGE. 
 
 77 
 
 ers — Chicken-Little's — smooth. 9. Coat — Tom's bright — 
 glossy — as before. 10. Hair — went down — back — Eose's 
 — went up — tail. 11. Hen-coop — Chicken-Little — mounted 
 — crow — began. 12. Short yelp — gate — jumped — gave — 
 Bose. 13. Haunches — Tom — sat down — rooster — watched 
 —neck — strain — crowing. 14. Ended — quarrel — most quar- 
 rels — leaving everything — beginning. 15. Satisfied — every- 
 body—hurt — nobody. 16. Sensible — roosters, cats — dogs. 
 
 LESSON XIY. 
 
 HOW BOSE DID NOT BECOME A HERO. 
 
 
 BOSE IN THE DOG-CART. 
 
 
 1. Dog-cart — picture — harnessed — Bose. 2. Children — 
 owner — poultry-yard — two boys — two girls — see — picture. 
 3. One hand — reins — whip — other — wagon — older boy — ■ 
 John. 4. Beside— seat — brother — Margaret — older sister. 
 
78 NATURAL HISTORY AND LANGUAGE. [PART III. 
 
 5. John — older — place — be driver. 6. Besides, — Margaret 
 — girl — says — John — not know — horse — manage. 7. "Now, 
 Margaret," — John, " — steed — harnessed, — carriage — ready. 
 8. If — happen — not scream— girl — hope." 9. "Well," — 
 Margaret, " if — girl — not be — first — help — shout. 10. Do 
 wish — call — Maggie." 11. When — remembers — John — 
 year older — sister — than — Margaret — calls. 12. Brotherly 
 — kind — feels — calls — Maggie. 13. Mag — vex — wishes 
 — calls. 14. Strange — John — call — not like — Margaret. 
 15. Why — not know. 16. Seated — James — behind — wagon 
 — bottom — another seat — not room. 17. James — Jemmy 
 — calls — John. 18. Shorter — name — sounds better. 
 
 LESSON XV. 
 
 THE START. 
 
 1. There — at first — trouble — Bose — harness — putting — 
 little. 2. Not seem — wanted — understand— him. 3. Head 
 — toward — wagon — wanted — put — tail — front — have — 
 Bose. 4. Never do — John said. 5. Trot well — way — told 
 Bose — not — John — besides — not look. 6. While — after — 
 seemed — Bose — understand — wanted — stood still — good 
 horse — like. 7. Head — tail — very high — holding — picture. 
 8. Proud — suppose — because — using him — horse — have har- 
 nessed — carriage. 9. Left behind — younger sister — not 
 room — Bessie — wagon — because. 10. Next time — take — 
 promised. 11. Started — just — carriage. 12. Know that — 
 because — running — old gander — hen — their might — way — 
 
PART III.] NATURAL HISTORY AND LANGUAGE. 
 
 79 
 
 
 THE START. 
 
 get — out of, 13. Happy — Bose — very — feels — along — road 
 — trotting — horses go — seen — just as. 
 
 LESSON XVI. 
 
 THE CHASE. 
 
 1. Horse — kind — well- trained — Bose — was trotting. 
 2. Difference was — only — looked — first — one side — then- 
 other — road. 3. Do — horses — never. 4. Going on — see — 
 wished. 5. Part — road — picture — seen — no fences. 6. Both 
 sides — open pasture — have — there — covered — stones — 
 stumps — trees — bushes — clumps. 7. Never jump — while 
 
 moving — carriage — John — Jemmy — told — never would — • 
 
 3* 
 
80 
 
 NATURAL HISTORY AND LANGUAGE. [PART III. 
 
 said — Jemmy. 8. "Was telling — John — Margaret — touch — 
 never — reins — driver's — case — trouble, when, chut ! — went 
 across — rabbit — road — light — flash — like ! 9. Rabbit — Bose 
 — himself — forgot — ran — full speed — after. 10. Bum/pety- 
 bum/p — rocks — stumps of trees — went — wagon. 11. Struck 
 
 THE CHASE. 
 
 — head first — large stone — pretty soon — Jemmy — out went. 
 12. Not — out — jump. 13. Not to — John — promised. 
 14. All — might — reins — tugged — John — "Whoa !" "Pull, 
 Maggie, pull" — -shouted. 15. Not — this time — Margaret — 
 say. 16. Pulled — pulled — John — Maggie — no use — faster 
 
PART III.] NATURAL HISTORY AND LANGUAGE. 
 
 81 
 
 — only — went — Bose. IT. End— was — bushes — wheels — 
 caught — stopped — Bose. 18. Not catch — rabbit ! 
 
 LESSON XVII. 
 
 THE RETURN FROM THE HUNT. 
 
 RETURN FROM THE HUNT. 
 
 1. Poor Bose ! — over — chase. 2. Behind — saw — made- 
 looked — wreck. 3. Shouted — shook — clinched fist — John 
 — Bose — " See — damage — done — rascal !" 4. Not under- 
 stand — word — damage — Bose — but — clinched fist — angry 
 voice — did understand. 5. Weighed down — tail — sorrow — 
 head — weighed down. 6. Nose — end — from — tail — tip — 
 to — sorrow — full. 7. Up — nothing — went — Bose — but — 
 sorrow — great waves — eyes — pair — pleading. 8. Looked — 
 eyes — Bose's — Maggie. 9. Voice — rang — loud — clear — out. 
 10. Sound — full — old pasture. 11. "At all — not — Bose ; rab- 
 
82 
 
 NATURAL HISTORY AND LANGUAGE. [PART III. 
 
 bit." 12. Went out — heart — Bose's — Maggie — went out — 
 Bose — Maggie's. 13. Little nearer — Bose came — Maggie 
 — little nearer — Maggie — Bose. 14. Forever — friends. 
 15. Dog — Bose — pitying look — voice — kind — understands 
 — but. 16. Soft hand — curly head — Bose's — put — Maggie 
 
 — humbly — Bose — looked up — wagged — tail twice 
 
 slowly. 
 
 LESSON XYIII. 
 
 WHO IS THE HERO? 
 
 ■J *, ^W^</- 
 
 THE RETURN HOME. 
 
 1. Condition — wagon — sad. 2. In front — rear — gone — 
 end. 3. Kim — large piece — wheels — one — broken out. 
 4. Spokes — left — but — hardly anything. 5. Went back — 
 picked up — Jemmy — children — Bose. 6. Hurt — screaming 
 
PART III.] NATURAL HISTORY AND LANGUAGE. 83 
 
 loudly — but — not much. 7. "Jump out" — said — "did — 
 for" — John? 8. Said — " didnH" — Jemmy — "jump out — 
 humped out." 9. Large bruise — quite — forehead. 10. Hand- 
 kerchief — head — children — wound — around — cut — Ion g 
 cane — John. 11. Home — then — started. 12. Party — way 
 — whole — shows — picture. 13. Ahead — walking — John. 
 14. Angry — Bose. 15. Wagon — walking — side — Jemmy- 
 cane — helping himself — along. 16. Walking — side — Bose 
 — Maggie. 17. Hanging — Bose's — head — tail — very low — 
 very slowly — walking. 18. Trotting — like — not feel — now. 
 19. Hero? 20. Conquers — one — hero — who — something. 
 21. Not — John — temper — lost — angry — became. 22. Not 
 — Jemmy — orders — only — obeyed — wagon — humped out. 
 23. Not — Bose — for — rabbit — not catch. 24. Hero — this 
 time — spell — H-E-H-O-I-N-E ; — heart — somebody. 
 
 LESSON XIX. 
 
 HOW BOSE LOST HIS DINNER, AND WAS TURNED OUT OF HIS 
 
 OWN HOME. 
 
 1. Picture — dog-kennel. 2. Bose — home. 3. Large — 
 roomy — kennel. 4. Small window — upper part — front — 
 so that — not only — inside — room — plenty of, but — well light- 
 ed — house. 5. Kennel — haunches — seated — Bose — front of 
 — thinking — seems. 6. Boad — thinking — perhaps — lives — 
 down — that rabbit. 7. Know where — dinner — give — Bose. 
 8. Back and forth — front of — Bose— Tom — cat — walking — 
 
 and — tail — air — high. 9. Every time — Bose — passes — soft 
 
 4* 
 
84 
 
 NATURAL HISTORY AND LANGUAGE. [PART HI. 
 
 fur — rubs — Bose's legs. 10. Nose — Bose's — now and then 
 — touches — tail — Tom's. 11. Nose — of course — tickles — 
 paw — rub — puts up. 12. Sometimes — Tom's tail — end — 
 eyes — Bose's — gets. 13. Winks hard — one side — head — 
 a little — turns — then. 14. Thinking — busy — Tom — hardly 
 
 THE TWO FRIENDS. 
 
 sees — but — odd ways — one of — Tom's — most likely — only 
 — thinks — showing — feels friendly. 15. Why — never un- 
 derstand — Bose — tail— Tom — carry — straight up — strange 
 way. 16. Bose himself — worn hair — carried tail — curled. 
 17. True way — thinks — wear tails. 18. Very proud — Bose 
 
PART III.] NATURAL HISTORY AND LANGUAGE. 
 
 85 
 
 — tail — I think ; at any rate — wags — great deal. 19. Believes 
 — of course — Tom — straight tails — always — way — carried. 
 
 LESSON XX. 
 
 THE BASEST INGRATITUDE. 
 
 BASE INGRATITUDE. 
 
 1. Haunches — Bose — Tom — both seated — picture. 2. Dog- 
 house — plate — meat — in front — piece — quite large. 3. Din- 
 ner — people — house — Bose's — brought — out. 4. Tom 
 - — nearer — Bose. 5. On — tail — Tom's — ground — lies — neat- 
 ly — curls — round — feet — Tom's — end. 6. When — sits down 
 
86 NATURAL HISTORY AND LANGUAGE. [PART III. 
 
 — way — often places — tail — Tom — this. 7. At other times 
 — behind — straight out — lets — lie. 8. Such times — way — 
 always — stepped on — day — dozen times. 9. As Bose — can 
 see — sits down — tail — end — curls up — ground — from. 
 
 10. Not thinking — dinner — Bose — far away — looking at. 
 
 11. Perhaps — fox — Blue Mountains — thinking of — so much 
 — worried. 12. Sprang — plate — all at once — Tom — meat 
 — tree — nearest — seized — rushed for. 13. So quickly — hard- 
 ly see — go — tree — went up. 14. Astonished — grieved. 
 15. Many and many — shared — time — dinner — cat. 16. Many 
 and — Bose's house — that cat — mewing round — cold night — 
 come — winter. 17. Many — come in — warm bed — allowed 
 — given — lie on — Bose. 18. Thought — these things — all — 
 indignant. 19. Tree — rushed for — sprang to — feet. 
 
 LESSON XXI. 
 
 BOSE TRIES TO CLIMB A TREE, AND FAILS. 
 
 1. Tree — Tom — meat — mouth — piece — still has. 2. Foot 
 of tree — Bose — hind legs — standing — forepaws — reaching — 
 high up. 3. Could climb — tree — how — wishes ! 4. Wishes 
 — nails — claws ! 5. Then — quick — how — tree — would go ! 
 6. How quick — come down — Tom ! 7. Yelped — whined — 
 howled — barked. 8. Tail — wagged — sometimes — seemed — 
 tail — wag him. 9. Ground — away from — now and then — 
 went — tree — crouched down. 10. Then — tree — spring up 
 — rush for. 11. Eyes — fierce — Tom — fixed on — watched — : 
 every movement — Bose — kept — green. 12. At last — no 
 
PART III.] NATURAL HISTORY AND LANGUAGE. 
 
 87 
 
 use — found — Bose — barking- 
 
 ■not 
 
 get down — Tom. 13. New plan — 
 try — thought. 14. Tree — went 
 out — branches — under — crouched 
 down. 15. Forepaws — in front 
 
 — put — rested — head — asleep 
 
 — pretended. 16. Tom thought 
 
 — Bose hoped — when — asleep — 
 come down. 17. "Dinner — then 
 
 — get back" — thought — . 18. 
 Tired — asleep and dreaming — soon. 
 19. No more — thought; — Tom — 
 stolen dinner. 20. His plans — 
 Tom. 21. Bose — comes near — 
 tail — high up — looks down — Tom 
 
 — as though — " only — cat !" 22. 
 Yexes — Tom — mind — made up — 
 
 Bose's pride — take down. 23. 
 #T "Fellow— show— other ani- 
 mals — ," said 
 
 — himself, — 
 " world — dogs 
 
 — curly tails." 
 
 *y^MS$!«S 
 
 BOSE AT THE FOOT OF THE TREE, 
 
 24. Thinking 
 over — matter 
 — puzzled — un- 
 derstand — all 
 at once — stop- 
 ped barking. 
 
88 
 
 NATUEAL HISTOEY AND LANGUAGE. [PART III. 
 
 BOSE S DREAM. 
 
PART III.] NATURAL HISTORY AND LANGUAGE. 89 
 
 bit — long tail — curled up. 6. Fox — saw. 7. Blue Mount- 
 ains — fox — not — lived. 8. Fox — tail — very long — curled 
 up too. 9. Fox — rabbit — hind -legs — danced — stood up — 
 faces — Bose. 10. Dream — saw — big as saucers — cat — eyes 
 — horrible looking. 11. Long tail — curled wp too. 12. Ter- 
 rible teeth — terrible claws. 13. Whiskers — long — Bose's 
 tail — curled up too. 14. Leaves — tree — curled up. 15. Place 
 — seemed — Bose — strange animals — full. 16. Shouted - 
 voice — " wig -wag — Simon !" 17. Creatures — then — aL. 
 tails — long, curling — reached — wagged — clouds. 18. Thun- 
 dered — again — voice — " down — Simon !" 19. Sky — whole 
 — rain down — wriggling tails — wound — body — poor Bose's. 
 
 20. " Oh !" — Bose — " sky — carried up — moon — bark ?" 
 
 21. Awoke — sprang — feet. 22. All over — cried out — trem- 
 bling — " no more — sleep." 
 
 LESSON XXIII. 
 
 WHERE IS TOM? 
 
 1. Looked around. 2. Minute — where — not remember. 
 3. Paw — rubbed — forehead — put up. 4. Not far — piece — 
 meat ; — not feel — now eating. 5. Sick. 6. Looked up — tree. 
 7. ~No Tom. 8. Go home — lie down — kennel — thought. 
 9. Truth is — tired — tree — piece — meat — mouth — Tom — stay- 
 ing. 10. Let fall — hit — fairly — head. 11. That — waked — 
 what — dreadful dream. 12. Pan for — as soon as — dropped 
 — meat — sprang from — home. 13. Come — Bose — picture — 
 kennel. 14. See Tom — door-way. 15. Stopped — astonish- 
 ed. 16. Dream — cat — at first — thought — looked again — 
 E 
 
90 
 
 NATURAL HISTORY AND LANGUAGE. [PART III. 
 
 TOM, THE USURPER. 
 
 Tom. 17. Tail — up — several inches. 18. When — kennel — i 
 tried — Bose — claws out — paw — put up — Tom. 19. Needed 
 no one — tell — that meant. 20. Dinner — stolen — own home 
 — keep out. 21. Not sick. 22. Put out — fellow — bag — 
 baggage — mind — not easy. 23. Behind — ran — kennel — 
 furiously — barked — not start. 24. Frightened out — not — 
 that way. 25. New plan — thought of — stopped — . 
 
 • 
 
 LESSON XXIV. 
 
 THE SALLY. 
 
 1. Dog-house — picture — top of. 2. Up and down — 
 tramping — great noise — making — roof — all — time — bark- 
 ing. 3. Plan is — Tom think — coming clown — roof. 4. Ken- 
 nel — front of — another dog. 5. Watch. 6. Now and then 
 
PART III.] NATURAL HISTORY AND LANGUAGE. 
 
 91 
 
 — some distance — goes — Watch — away from — house — rush- 
 es np — then — furiously. 7. Looks — rush in — seize Tom. 
 8. Careful — not come — too near — claws. 9. Plan — make — 
 believe — take hold. 10. Picture — great leap — clean over — 
 head — Watch's. 11. Bose— not get out — alone — when — 
 
 THE SALLY. 
 
 road — down — found Watch — friend — . 12. Round there — 
 thought — knew better — dogs — how — manage — trouble- 
 some cat — than any — Watch. 13. Bose told — his troubles 
 — asked — help. 14. Said — would. 15. Reason — two dogs 
 • — picture. 16. Bose — Watch — so astonished — big leap — 
 not move — out — sight. IT. As Tom — Watch's head — pass- 
 
92 
 
 NATURAL HISTORY AND LANGUAGE. [PART III. 
 
 ing — sound — voice saying — "two curly tails — manage 
 — straight tail !" 18. Bose — Watch — Watch — Bose. 
 19. "After him," said Watch. 20. "Let— go"— Bose — 
 " let — eat — dinner." 
 
 LESSON XXV. 
 
 A JUDICIAL INVESTIGATION". 
 
 THE CRIME. 
 
 1. Chicken — mouth, — Tom — running off — can — as fast. 
 2. Dark place — means — carry off — eat. 3. So fast — hen — 
 running — mother — chicken's — Tom. 4. Peeping feebly — 
 chicken. 5. Neck — soon choked — death — Tom — of course. 
 6. Going into — coming out of — habit — Tom — yard — pleased 
 
PAET III.] NATURAL HISTOEY AND LANGUAGE. 
 
 93 
 
 — whenever. 7. When — kitten — used to go — yard — straws 
 - — run after — about — wind — tossed. 8. Played — chickens — 
 sometimes — no harm. 9. Never thought — so — hens — mean 
 enough — cruel enough — Tom — steal chickens. 10. Since — 
 grown up — softly — walked — so — seemed — quiet — gentle — 
 liked — almost as w T ell — hens — Bose. 11. Yard — Bose — at 
 the time — caught — chicken — Tom. 12. So quick — done — 
 not time — Bose — think. 13. See — astonished — looking — 
 Bose. 14. Time — think — Tom — stopped — of course. 
 
 LESSON XXVI. 
 
 THE CONSULTATION. 
 
 COURT-MARTIAL. 
 
 1. Actually — carry off — seen — Tom — none — chicken — 
 children. 2. Seen — Bose — mouth — talk — could not— tell. 
 
94 NATURAL HISTORY AND LANGUAGE. [PART III. 
 
 3. Ears — eyes — tail — could talk — only. 4. Owned — Bessie 
 — Tom — Maggie — chicken. 5. Felt sure — killed— missed — 
 Tom — Maggie. 6. Sure — so good — so cruel — cat — Tom — '■ 
 Bessie — not do — thing — felt. 7. True way — court — hold — 
 John said — chicken-stealing — murder — Tom — try. 8. Truth 
 — that way — sure — find out. 9. Big brother — ought — 
 know. 10. So — agreed — children. 11. John — judge — hold 
 court — right off — poultry-yard. 12. "Court — if — have — 
 prisoner" — said John. 13. "Catch — somebody — Tom. 
 14. Mean — arrest — officer." 15. Tried — officer — Jemmy. 
 16. Jemmy said — bunvped- — rock — head — Bose — scratch — 
 if — tried — hands — Tom — catch. 17. So — refused. 18. Felt 
 sure — innocent — Bessie — Tom — offered — court — before. 
 
 LESSON XXVII. 
 
 THE TRIAL. 
 
 1. Together — court. 2. Hen-coop — seated — John — judge. 
 3. Stick — hand — hen-coop — keep order — rap. 4. Haunches 
 — one side — hen-coop — seated — Bose — policeman. 5. Oth- 
 er side — Chicken-Little ? — dignified. 6. Little behind — 
 standing — John — old gobbler — red — face. 7. Board — 
 ground — in front — arms — Bessie — Tom — hen-coop — seated. 
 8. Maggie — prisoner — accuse — near by — defend — Bessie — 
 can — as well as. 9. In front — Jemmy — John — hands be- 
 hind — back — standing — one side — Bessie. 10. Hens 
 — chickens — outside — going on — see — gathered round. 
 11. Old gander — looking — farther off — Tom. 12. Said — 
 
PART ITI.] NATURAL HISTORY AND LANGUAGE. 
 
 95 
 
 '&=&*$■ 
 
 
 
 U._ 
 
 THE TRIAL. 
 
 " open — court. 13. Try Tom — chicken-stealing — murder—- 
 and — ." 14. Moment — ground — wings — old turkey — feath- 
 ers — gobbled — loudly — purled up — scraped. 15. " Court — ■ 
 silence" — said — . 16. "Proved — things — three. 17. First, 
 lost— chicken ? 18. Second,— killed 9 19. Third— kill it. 
 20. Prisoner — up !" 
 
 LESSOR XXYIII. 
 
 THE SENTENCE. 
 
 1. "Stands up," said Bessie — "run away." 2. " Custody 
 -keep — then — very well — " said John. 3. "Arms — lap — 
 
96 
 
 NATUEAL HISTORY AND LANGUAGE. [PART III. 
 
 — keep in — hasn't got any — hasn't anything — " said Jem- 
 my. 4. Laughed — Maggie — . 5. " Court — no levity — Mar- 
 garet" — John — great — severity. 6. "Case — state — stand 
 up; chicken — lost?" 7. "Have" — Maggie. 8. "Know — 
 how ?"— John. 9. "Ten yesterday— nine to-day." 10. "Set- 
 tled — case — that part; lost — chicken" — John. 11. "Killed 
 
 
 THE SENTENCE. 
 
 — know — how ?" 12. " Outside — feathers — poultry-yard " — 
 Maggie. 13. "Settles — ; — killed — chicken. 14. Question 
 — Tom — kill — next? 15. Know — Jemmy — stand up — 
 tell." 16. " Am—." 17. " Know— then— tell." 18. " Lick- 
 ing — feathers — chops — saw" — Jemmy. 19. "Settles — ; 
 chicken-thief — murderer. 20. Decides — Court — prisoner — 
 
PART ni.] NATURAL HISTORY AND LANGUAGE. 
 
 97- 
 
 bag — put — delivered — tender mercies — mothers — offspring 
 — foully murdered !" 21. Judge — symbol — office — laid aside 
 — judgment-seat — left. 22. Put down — stick — means — got 
 up — lien-coop — John. 23. Struggle — picture shows — carry- 
 ing out — sentence — first part. 21. Shows, too — spectators — 
 poultry — not so many — picture — trial — as in. 25. Howling 
 — scatter. 
 
 LESSON XXIX. 
 
 THE CRIMINAL PUNISHED. 
 
 THE CRIMINAL PUNISHED. 
 
 1. Horrible caterwauling — putting him — bag — while. 
 
 2. Whole poultry-yard — tumult. 3. Hands — badly scratch- 
 
 E2 
 
98 NATURAL HISTORY AND LANGUAGE. [PART Til. 
 
 ed — John — Maggie — safely bagged — at last — only — head 
 out — leaving. 4. Foul sentence — must think — Court — gave 
 — Maggie said. 5. " Maggie — stop making — do wish — mis- 
 erable puns." 6. Made up — minds — poultry-yard — tied up 
 — bag — place Tom — hens peck — children. 7. Not danger — 
 Maggie asked — Tom's eyes. 8. Agreed — no real harm — 
 John — Maggie — stand by — Tom. 9. All — time— softer — 
 softer — Bessie's heart. 10. Picture — ground — bag — Tom. 
 11. Ear — hold — hen — pulling — very hard. 12. Pecking — 
 bag — two or three — Tom's body. 13. Fearful rage — Tom 
 — not use — claws — because — bag. 14. Fair play — hardly. 
 15. Handkerchief — begging — Bessie — holding — John — 
 Maggie — let go. 16. Country places — way — cure — chicken- 
 stealing. 
 
 LESSON XXX. 
 
 TOM AND THE TWO OLD RATS. 
 A TRAGEDY —THE PROLOGUE. 
 
 1. Somebody — killed — tragedy — something — happens — 
 dreadful. 2. Haunches — one paw up. 3. Somebody — seen 
 — pass before — say — grasshopper — butterfly — paw up — 
 catch. 4. Cannot be — not out — because — claws. 5. Some 
 one — nose — lighted — think — fly — paw — raised — brush — off. 
 6. Cannot be — picture — man — made — any fly there. 7. Oth- 
 ers — washing face — Tom — think — paw — putting — beside 
 the other. 8. If so — sleepy — happy — Tom. 9. Instead — 
 much excited. 10. Truth is— tragedy — ; tragedies — talk — 
 
13. 
 
 u 
 
 PART III.] NATURAL HISTORY AND LANGUAGE. 99 
 
 lofty way — gestures — make. 11. Speech — making — only — 
 paw — put up — gesture. 12. Here — speech — Tom. 
 
 My name is Tom : some birds to seize I tried — 
 Some chickens killed ; the hens my ears did pull. 
 JSTow good I mean to be, and rats will catch ; 
 My peace they vex, my comfort take away, 
 No sleep, no rest I get, by night or day. 
 A place, a room, I know — a good one too — 
 'Tis there I'll patient wait a deed to do." 
 
 TOM SPEAKING THE PROLOGUE. 
 
 14. Anybody — see — means — hero— so — people — tragedies- 
 talks. 15. Soon see — stage — play hero — tragedy. 
 
100 
 
 NATURAL HISTORY AND LANGUAGE. [PART III. 
 
 Act L 
 
 LESSON XXXI. 
 
 THE TRAGEDY OPENS. 
 
 Scene 1. 
 
 THE RUBBISH-ROOM. 
 
 1. Lumber-room. 2. All sorts — here. 3. One part — bar« 
 rels — empty — filled — rubbish. 4. One — bottles — tomato- 
 cans — I see — empty. 5. Flour — another — empty — flour — 
 bottom — sides — left. 6. One — top — straw — sticking out — ; 
 suppose — grain — some kind. 1. Place — boots — see. 8. Ly- 
 ing — sides — most — upright — left standing — one — two. 
 9. Shelf — one side — bottles — cans. 10. Parts — different — 
 room — holes — through which — number — come in — go out. 
 11. Plans — catch — rat — laid. 12. To-day — sat down — watch 
 — scrambled up. 13. Not wait — long. 14. Picture — both 
 going — speed — running after. 15. Think — Tom's looks — • 
 
PART III.] NATURAL HISTORY AND LANGUAGE. 
 
 101 
 
 catching — feels sure. 16. Here — said. 17. Tom : " Ah ! — 
 fellow— have." 18. Old Eat: " Catch—first. 19. Call- 
 cat — ; overgrown — only !" 20. Desperate spring — whisked 
 — lost. 
 
 21. " Late !"— growled- 
 
 Act II. 
 
 LESSON XXXII. 
 
 ENTER TOM. 
 
 Scene 1. 
 
 
 EXPECTANCY. 
 
 1. Rat -hole — here — front of — crouching down. 2. Go 
 down — hole — by-and-by — expects — come up. 3. Watch — 
 means — hole— shows himself — then — catch. 4. Other side 
 — two rat-holes — front of — rat. 5. Both — Tom. 6. Not 
 hear — so softly — came up. 7. One — haunches — paws — one 
 — nose — resting on. 8. Paw — small — cannot see — looks — 
 one claw — nose — resting on. 9. Moving — slowly — up and 
 
102 
 
 NATURAL HISTORY AND LANGUAGE. [PART III. 
 
 down — seems — other claws. 10. May be — paw — lips — ■ 
 warm — not — noise — -disturb Tom. 11. May be — itches — 
 scratching — . 12. If so — small place — itch — because — 
 one claw — using. 13. Say — some one — now — " making 
 
 sport — ." 14. If so — 
 wrong thing — trag- 
 edy — make sport. 
 
 15. Call— Joe— Tim. 
 
 16. Joe: "What — 
 thing — rat -hole, 
 Tim?" 17. Tim: 
 " Think— cat— call." 
 
 18. Joe: " Think — 
 catch — down — hole?" 
 
 19. Both rats — paws 
 up — squeaked — faces 
 — low tone. 
 
 LESSON XXXIII. 
 
 THE CRISIS. 
 AotIII. ENTER TOM.— EXIT RAT. Scene 1. 
 
 1. Tragedy — something dreadful — 
 always happens — third Act. 2. This 
 tragedy — to see — dreadful sight. 3. 
 Sleeps — day-time — nights — prowls 
 around. 4. When — best bed — house 
 — sleep — lies down — wishes. 5. Lately — taking — daily nap 
 
 ENTER TOM. EXIT RAT. 
 
PART III.] NATURAL HISTORY AND LANGUAGE. 103 
 
 — two old rats — troubled. 6. While — quietly — one — 
 gnaw — board — inside — wall — room — sleeping. 7. Tom — 
 jump up — run — that side. 8. Trying — find out — noise — 
 old rat — begin — gnaw — other side. 9. Running — one side 
 — other — old rats — Tom. 10. These things — very much — 
 worry — deprive — needed rest. 11. Tom — shelf — placed — 
 himself — morning, — mind — made up — harrowing, dread- 
 ful tragedy — room — very. 12. " Shriek — terror! blood — 
 torrents — spout !" Tom — voice — deep — said — tragic. 
 13. " Deed — do — hair — make — stand — end — heads — rats — 
 hear." 14. Tom — way — spoke — talk — people — tragedies 
 — books — buy — five cents. 15. Flour-barrel — picture — in- 
 side — half — outside — half. 16. Great leap — shelf — just 
 made — barrel. 17. Running out — hole — side — bottom — 
 rat. 18. Tom — hole — not know. 19. Here — jumped — said. 
 20. Tom: " Now— miserable long tailed— !" 21. Old Rat : 
 " Catch — first — Long Whiskers." 22. With — jumped — 
 hole. 
 
 LESSON XXXIV. 
 
 Act III. SOMETHING DKEADFUL! Scene 2. 
 
 1. Picture — two parts. 2. One part — looked — Tom — ex- 
 actly — flour-barrel — came out. 3. Fur — flour — hardly see — 
 eyes. 4. Bottom — struck — head — straight— pile. 5. Stuck 
 ■ — head — flour— damp — eyes. 6. Poor Tom ! — fur — all day 
 — clean — besides — not catch. 7. Other part — rats — Joe — 
 Tim — private room — under — floor. 8. Back — Joe — paws 
 up — air. 9. Haunches — Tim — buried — forepaws. 10. Both 
 
104 
 
 NATURAL HISTORY AND LANGUAGE. [PART III. 
 
 — peep — been up — rat-hole. 
 Some persons — think — Joe- 
 pain — stomach — agony — 
 floor — rolling. 12. Others 
 — Tim — misfortune 
 — weeping- -. 13.- 
 Such — not un 
 derstand — 
 picture. 14 
 Here 
 15 
 " Been 
 
 up — green- 
 eyed cat?" 16. 
 Tim: "In — bar- 
 rel — sprawling 
 down. 17. Big fool 
 — got into — outside 
 — climbing ! 18. 
 Not know — hole — 
 side — gnawed." 19. 
 Then — squeaked — rats — way — sounded — laughing — ; but — ■ 
 tragedy — laughs — nobody. 20. Something dreadful — face. 
 
 CAT AND FLOUR. 
 
PART HI.] NATURAL HISTORY AND LANGUAGE. 
 
 LESSON XXXY. 
 
 Aot IV. TOM ENTERS A BOOT. 
 
 105 
 
 TOM ENTERS A BOOT. 
 
 1. Boot-leg — half — body — head — inside. 2. Place — ■ 
 morning — shelf — watched — hole — one — rats. 3. When — 
 appeared — waited — felt sure — great spring. 4. Ran — ran — 
 rat. 5. Thought — boot — rat run — went — . 6. Good time 
 — hole — picture — room — can see. 7. Hind-legs — pushing 
 — might — head — boot — . 8. No rat — lost — game. 9. Head 
 out — boot — sure — felt — toe — near. 10. Truth — large — 
 young. 11. Not easy — old rats — catch. 12. What — say — 
 Tom — trying — boot — get? 13. Not easy — tell; — head — 
 
106 
 
 NATURAL HISTORY AND LANGUAGE. [PART HI. 
 
 boot-leg, — heard — muffled sounds — only. 14. No doubt 
 — felt, " Let — clutch — tear — heart-strings !" 15. Fierce ex- 
 pression, — Tom — fierce animal; besides, — hero — trag- 
 edy. 16. Plenty — expressions — five-cent ; — cats — not use. 
 
 17. " Man — picture — " somebody — say, " why- — let — catch V 
 
 18. Spoiled — tragedy. 19. Must have — Acts — five — fourth. 
 
 LESSON XXXYI. 
 
 THE CATASTROPHE. 
 
 ifflPPn 
 
 THE CATASTROPHE. 
 
 — not catch — be- 
 cause — ; — calm — 
 serene — how ! 4. 
 Never. 5. Some- 
 times — canary — 
 makes faces — ; — 
 sober — serious — 
 now. 6. Say — 
 some persons — 
 
PART III.] NATURAL HISTORY AND LANGUAGE. 107 
 
 tragedy — not be — . 7. Not sorry. 8. Weep — howl — tear — 
 fur. 9. Killed — nobody— not — rat. 10. Not understand. 
 11. Hopes — boot. 12. Dead. 13. Never. 14. Dead — dead- 
 est — dead things. 15. Feel bad. 16. Funny part — are dead 
 — not know. 17. Tragedy; — calamity — come — hero — not 
 know. 18. Look carefully — Joe — Tim — old rats — peeping 
 out — back — behind. 19. Paws up — faces — keep back — as 
 though. 20. Tears % 21. Black. 22. Mourning — dead hopes 
 — think? 23. Laughing — comedy — perhaps — ;■ — not mis- 
 taken — old rats — real tragedy — by-and-by — take part. 
 
PAET IV. 
 
 LESSON I. 
 
 BOSE BECOMES A HERO. 
 
 ,'"Nf\ 
 
 1. Small pond — pict- 
 ure. 2. Not very deep — black 
 — muddy — water — bottom. 3. 
 Leaves — two — floating — kinds 
 — lilies. 4. Boys — lily pads. 
 
 5. One kind — other — larger. 
 
 6. Water plant — kind — yellow 
 flower. 7. Not pretty — . 8. Leaves — other — pond -lily 
 — belong. 9. Flower — this kind — very pretty indeed. 
 10. Boat — picture — shore — partly up — fastened — chain. 
 
 THE WATER-LILIES. 
 
PART IV.] NATURAL HISTORY AND LANGUAGE. 109 
 
 11. Owner — poud — belong — boat — both — poultry-yard. 
 
 12. Play — children — shore — come down. 13. Bose — goes. 
 14. Likely — go anywhere — ready — sport — if. 15. Amuse 
 themselves — often — Bose — sticks — throwing — water. 
 16. Willing — after — Bose — always. 17. Come down — just 
 —John, Jemmy — Bose — pond. 18. Water — Bose — swim- 
 ming — stick — mouth — shore. 19. Comes out — plenty — 
 room — because — dry his hair — water — shaking — pretty sure 
 — if — out — way. 20. Jemmy — not like — love — mother 
 — pets — flowers. 21. Wild flowers — nosegay — mother — 
 gathers. 
 
 LESSON II. 
 
 "BOSE, TRIM THE BOAT!" 
 
 1. Lilies — wanted — Jemmy — John — asked — get. 2. Now 
 — launched — short distance — shore. 3. Small platform — 
 almost even — top — stern — sides — built up. 4. Haunches — 
 Bose — place — platform. 5. Stern — tail — over — sticks out 
 — like — rudder. 6. No oars — long sticks — push — boat. 
 
 7. Not easy — stick — pull out — Jemmy — bottom — pushed. 
 
 8. Little way — water — long ripple — surface. 9. Eagerly — 
 ripple — Bose. 10. Musquash — knows well — pushing — way 
 — lily steins — nose — Bose. 11. Wishes — musquash — Bose 
 — go after. 12. Called out — "boat — trim — reef — tail" — 
 John. 13. Platform — sitting — one side. 14. Tipped. 
 15. "Care — " John — Jemmy — shouted. 16. Moment — 
 heard — splash. 17. Trying — lily — reach — bottom — over- 
 board — Jemmy — sunk. 18. Leaning — too far — saw — John 
 
"- iiliJ -£' 
 
 " BOSE, TRIM THE BOAT !" 
 
PART IV.] NATURAL HISTOEY AND LANGUAGE. 
 
 Ill 
 
 — save — jumped — too late. 19. Balance — reaching out — 
 lost — overboard also. ■ 
 
 LESSON III. 
 
 " OH ! BOSIE, GOOD DOG, SWIM HARD AND SWIM FAST." 
 
 1. All— water. 2. 
 
 Overboard — as — 
 
 John — time — one 
 
 word — call out — 
 
 "Bose!" 3. Instant 
 
 — great spring — lit- 
 
 BOSE RESCUES JEMMY. 
 
 tie platform — water — plunged — seized Jemmy — sinking — 
 second time. 4. Top — almost quicker — brought — water — 
 think. 5. Overboard — John went — when — great spring — 
 Bose — boat — bottom up — tipped over. 6. Struggled — John 
 — some part — take hold — tried — find — boat. 7. When — 
 came near — Bose — seized hold — collar. 8. Face — water — 
 still. 9, Help Bose — tried — keep out — no use — Bose un- 
 
112 
 
 NATURAL HISTORY AND LANGUAGE. [PART IV. 
 
 der. 10. Poor John ! — do? neither — could swim. 11. Last 
 — slipped behind — Bose's tail. 12. Very tail — sport of — 
 so much. 13. "Oh! swim — fast — good dog — ," moaned. 
 14. Did swim — . 15. Soon — feet — bottom. 16. Weak — 
 sick — trembled. 17. Helped Bose — then — staggered — shore 
 — sat down. 18. Still — moment — white face — whined pite- 
 ously. 19. " Bun— father !" 20. Bun— did. 21. Grass- 
 not time — feet. 
 
 LESSON IV. 
 
 "WHAT IS THE MATTER WITH THE DOG?" 
 
 :ir— ^ 
 
 " WHAT IS THE MATTER WITH THE DOG ? 
 
 1. House — came — when — door shut. 2. Study — round 
 - window. 3. Open. 4. Great leap — window — went. 
 
PART IV.] NATURAL HISTORY AND LANGUAGE. 113 
 
 5. Reading — table — sitting. 6. Tom — sofa — asleep. 7. Bose 
 pr picture — window — through — coming. 8. Feet — has 
 sprung — saying — " What — matter — dog ? — mad ?" 9. Sofa 
 — hunched up — Tom. 10. Shining eyes — fur — stands out. 
 11. Jumped, — flower — vase — recess, — window — broke — tip- 
 ped — chair. 12. Coat — pulled — seized — tore. 13. White 
 — face — grew. 14. " Mother ! — children ?" — shouted. 
 15. Not wait — answer — rushed — door. 16. Full speed — 
 lily-pond — Bose — father. 17. Times — coat — pulled — two — 
 three. 18. Run faster — wanted. 19. Shore — pond — soon. 
 20. White face — Jemmy. 21. Stooped down — breathed. 
 22. Sobbing— heart — break. 23. " Not cry— live." 24. Jem- 
 my — arms — father. 25. Bose — John — after. 
 
 LESSON Y. 
 
 "BOSE, YOU ARE A HERO!" 
 
 1. House — back — when— - dry clothes — John. 2. Wet 
 clothes — Jemmy — off — bed. 3. After — good sleep — said — 
 father — all right. 4. While — library — after. 5. Yase — 
 chair — overturned — broken — flowers. 6. " Call " — father. 
 7. Stood — came — door — moment. 8. Shy — never — because 
 — allowed. 9. Picture — father — chair — sitting. 10. Stand- 
 ing — mother — children — near. 11. " Come — " father. 
 12. Came forward — knee — head — Bose. 13. Patted — head 
 — softly. 14. "Noble dog — real hero." 15. Yoice trem- 
 bled — . 16. Looked up — face. 17. Not understand — meant 
 — calling — .hero. 18. Never patted — before. 19. Real 
 honor — that. 20. Library — door — opened — days after; — 
 
114 
 
 NATURAL HISTORY AND LANGUAGE. [PART IV. 
 
 BOSK, YOU ARE A HERO !" 
 
 children. 21. Father — sofa — fast asleep. 22. Curled up- 
 floor — Bose — fast asleep, too. • 23. Hand — resting — head- 
 stretched out. 24. Door — softly. 
 
 LESSON YI. 
 
 BOSE DOES NOT WIPE HIS FEET ON THE MAT. 
 
 1. Never learn — feet — mat. 2. House — muddy feet — 
 often. 3. Not like — mother — often — "straight out— feet — 
 muddy — Bose." 4. Always. 5. Lily-pond — trouble — after 
 — came — door — say, " Bose " . 6. Then — stop. 7. Nev- 
 er — one word — farther. 8. Kemember — somehow — some- 
 
PAUT IV.] NATURAL HISTOEY AND LANGUAGE. 
 
 115 
 
 thing. 9. Children — amused. 10. One day — yard — play- 
 ing, — door — Bose. 11. Mother — brush — rubbing off — 
 feet — dirt — saw — children. 12. Came in. 13. Chair — pict- 
 ure — sitting — mother. 14. Head — Bose — placed — lap — face 
 — looking up. 15. Head softly — stroking. 16. Jemmy — 
 
 
 BOSE DOES NOT WIPE HIS FEET ON THE MAT. 
 
 come in — just — looking — mother. 17. Asked- — eyes — any- 
 thing. 18. Full — water. 19. Very tender — eye — mother 
 said — anything — almost — tears come. 20. Nobody — after 
 — "Bose — straight out." 21. "Wet — wants — out of doors — 
 
 come in — low bark. 22. Motlier — out — feet. 
 
 1* 
 
116 
 
 NATURAL HISTORY AND LANGUAGE. [PAET IV. 
 
 LESSON VII. 
 
 BOSE IS INVITED TO DINNER. 
 
 BOSE AT DINNER. 
 
 1. Shows — whole family — dinner — picture. 2. Chair — 
 Bose — sitting — right — father. 3. Given up — to-day — 
 John's seat — Bose. 4. Chair— asked — John — table — Bose 
 — father. 5. Said — two lives — saved — so — hero — invited 
 — ought — dinner. 6. Member — family — said — rights. 
 7. Smiled — no objection — mother willing. 8. So — Bose — 
 place — rest — opposite side — seat — honor — John. 9. Rounds 
 • — chair — stuck out — tail — passed by — Jemmy — light pull. 
 10. Bose — astonished — take — liberty — Jemmy. 11. Got 
 
PART IV.] NATURAL HISTORY AND LANGUAGE. 117 
 
 along — dinner. 12. So short — notice — not time — "com- 
 pany manners" — learn. 13. Warm — day — mouth open — 
 tongue out. 14. "Mother" — father — "afraid — spoil — pet- 
 ting." 15. Smiled — children — each other. 16. Thinking — 
 library. 17. Hero — no higher — tail — before. 
 
 LESSON Till. 
 
 BOSE'S MEMORIAL. 
 
 - 
 
 bose's memorial. 
 
 1. Children — lily-pond — shore — picture. 2. Yery spot — 
 large pile — Jemmy out — stones. 3. Memorial — John said 
 
118 NATURAL HISTORY AND LANGUAGE. [PART IV. 
 
 — Bose ought — so — children — pile — built up. 4. Leap — 
 right over. 5. Finished — children — memorial — pointed to 
 — John — told Bose — what — for. 6. Thought — jump over 
 — Bose — did. 7. "Shame — jump over — memorial!" — 
 not ashamed. 8. Not far — pile — column — marble — tall. 
 9. Bronze dog — top. 10. Side — dog's tail, curled. 11. Above 
 — wreath. 12. Below — woodchuck — hind-legs. 13. Pict- 
 ure — copy — John. 14. Bronze dog — Bose — tail — Bose's. 
 15. Wreath — top — tail — supposed. 16. Showed — father — 
 picture — have — copy — white marble — " ship came — ." 
 17. Smiled — picture — easier — make — marble. 18. So — 
 "ship— sailing" — all see — shore — marble column — tall — 
 bronze dog — tail crowned — side — rampant — below — wood- 
 chuck. 19. Way — John says — like to — coming at — Bose. 
 20. Not think — able — Bose — juinp over. 
 
 LESSON IX. 
 
 THE HUNTSMAN HUNTED. 
 
 1. Picture — fox — Blue Mountains — lives up. 2. Home — 
 out all night — return. 3. Morning — early. 4. Entrance 
 — dark hole — rocks — den — burrow. 5. Examine carefully 
 — find — two holes, most likely. 6. Dig out — one — go out 
 — other — slyly. 7. Chicken — mouth — stole — poultry-yard. 
 8. Kind — red fox — called. 9. Fur — long. 10. Reddish yel- 
 low — color — back — sides. 11. Long — bushy — tail — wind — 
 so limber — nose — lies down — when. 12. Feet — ears — 
 black hair. 13. Toes — same number — dog — more hair. 
 
PART IV.] NATURAL HISTORY AND LANGUAGE. 
 
 119 
 
 14. Nose — more pointed — brighter — keen- 
 er — dog's — eyes. 15. Sly — cunning. 16. 
 Eyes — pupils — not round — dog's. 17. 
 Strong light — turned — flattened — cat's. 
 18. Like — see well — -dark — hunting — 
 night. 
 
 LESSON X. 
 
 SCORE ONE FOR TOM. 
 
 1. Low shed — picture — open 
 
 one side — poultry 
 
 RETURN OF THE SPOILER. 
 
 2* 
 
120 
 
 NATURAL HISTORY AND LANGUAGE. [PAET IV. 
 
 yard — outside — 
 built up. 2. Shel- 
 ter sheep — own- 
 
 SCORE ONE FOR TOM. 
 
 er — put up-.-storm. 
 3. Mouth — chicken 
 
 — Tom — top — stand- 
 ing. 4. Fierce — looks 
 
 — not going — eat. 5. 
 Below — lumber — pile. 
 6. Sharp nose — keen 
 eyes — fox — end — pile 
 
 — seen. 7. Fox — Blue Mountains. 8. Chicken— wandered 
 out — yesterday morning — caught — yard — carried — off — 
 home — mountains. 9. This morning — another. 10. Field 
 — Tom — prowling. 11. Hens — perch — leave — early — ev- 
 erybody knows. 12. Old hen's — strayed away — mother — 
 Master Fox — chicken — made up — mind. 1 3. Crept slyly — 
 ready — spring. 14. Saw — sprang — seized — Tom — clean leap 
 — shed — now — chicken. 15. Peeping feebly — not hurt. 
 16. Old hen — going to kill — over fence — save. 17. Puffed 
 up — distress — walking about. 18. Ban away — breakfast — - 
 lost. 19. Think— Tom— hero \ 
 
PART IY.] NATURAL HISTORY AND LANGUAGE. 
 
 121 
 
 LESSOR XI. 
 
 THE FOX-TRAP. 
 
 1. Picture — set — steel-trap — double spring. 2. Five parts 
 — trap. 3. Springs — steel — jaws — press — together. 4. Iron 
 — broad piece — pan. 5. Piece — iron — pan — placed — 
 tongue. 6. Other end — tongue — catch. 7. Animal — pan — 
 steps — presses — down — lets loose — catch. 8. Then — jaws 
 
 THE FOX-TRAP. 
 
 — together — snap — springs — leg — caught — animal. 9. Trap 
 
 — fastened — chain. 10. Complete — trap — wood — piece — 
 
 chain — fastened — clog. 11. Cunning — fox — catch — not 
 
 easy — trap. 12. Sense— smell — keen — not touch — recently 
 
 handled. 13. Various ways — hunters contrive — concealing 
 F2 
 
122 
 
 NATUBAL HISTORY AND LANGUAGE. [PAKT IV. 
 
 — hands — scent. 14. Trap — boil — weak lye — grease — ■ 
 thoroughly — smoke — hen's feathers — burnt. 15. Ready — - 
 use. 16. After — prepared — setting — buckskin gloves — bare 
 hand — touch — never allows. 17. " Bed — " three feet — chaff 
 covered — deep — two inches. 
 
 LESSON XII. 
 
 HE NEARS HIS FATE. 
 
 NEARING HIS FATE. 
 
 1. Father — must — caught — fox. 2. Fox — hen-hawk — 
 owl — chicken — gets — day — almost. 3. Got ready — fox — 
 
PART IV.] STATURAL HISTORY AKD LANGUAGE. 123 
 
 John — father. 4. First — chaff. 5. Roasted meat — in and 
 around — chaff. 6. Fox — night — eat. 7. Two — three — same 
 — did. 8. Trap — set — chaff — covered. 9. Here — there — in 
 — around — chaff — pieces — meat. 10. Some — pan — near. 
 11. Grass — not trampled. 12. Next night — meat — fox 
 came. 13. Picture — slowly — carefully — trap — set. 14. Bed 
 — crouched down — carefully around — acting — cat — after — 
 game. 15. Meat outside — first. 16. On — chaff — weight — 
 pan. 17. Jaws — loose — instant — together — loud snap. 
 18. Caught — fox. 19. Gnaw off — move trap. 20. Home — 
 started — trap — clog — after. 21. Cruel — catch — game. 
 
 LESSON XIII. 
 
 WHAT SHALL BE DONE WITH THE PROWLER? 
 
 1. Father, John, Maggie — Bose — fox — caught. 2. Not 
 find — trap — chaff — look round — become. 3. Way off — 
 slowly — object. 4. Going near — fox pulling. 5. Came up 
 — dead. 6. Eyes — shut — not move. 7. Out — take — John 
 — father stopped. 8. "Wait — not think — dead — tricks." 
 9. Sure— opened— little while. 10. John— kill. 11. " Oh, 
 — what harm — you?" 12. " Chickens — kills — " John. 
 13. Eager — Bose — rush in — finish — but — collar — Maggie — 
 seized — said — "kill — fox — dog — not my." 14. Looked — 
 d ropped — quiet — tail. 15. Way — girls — cruel en ough — ■ 
 faint — see blood. 16. Smiled— father. 17. Fox — home — 
 John — hen-coop. 18. Tame — meant. 19. Wild animals — 
 
12± 
 
 NATURAL HISTORY AND LANGUAGE. [PART IV. 
 
 CAUGHT AT LAST. 
 
 not easy — tame. 20. Night — hole — off. 21. No more 
 poultry-yard. 
 
 LESSON XIY. 
 
 THE TWO HUNTERS. 
 
 1. A hunting — Bose — John — ready. 2. Cross-bow — 
 shoulder. 3. Steel — arrow — send — force. 4. Safer weapon 
 — boy-— gun — father thought. 5. Leather belt — waist — 
 quiver— arrows — belt. 6. Leggings — buttons — row — fast- 
 ened. 7. Clothes — torn — leggings — keep — bushes — bram- 
 bles. 8. No gun — no cross-bow — good teeth — legs — four. 
 9. Pretty fast — but not. 10. Not — fast — rabbit — catch— 
 
PART IV.] NATURAL HISTORY AND LANGUAGE. 
 
 125 
 
 fox — still — dog — hunting — good. 11. Partridge — game 
 bird — handsomely — tree — bark — stop — time — knows 
 enough. 12. So happy — going — John — antics — all sorts — 
 performed. 13. Down — lay — over — rolled. 14. Fore-paws 
 
 THE WEAPONS. 
 
 — shoulders — jumped up. 15. Knees — hands — bent over — 
 Bose — clean leap — never touched. 16. Forgot — tail — car- 
 ries. 17. Useful— feet — almost — at any — uses — much — al- 
 most. 18. Picture — full speed — circle. 
 
 LESSOJST XV. 
 
 BOSE CALLS UPON A WOODCHUCK— HE IS NOT AT HOME. 
 
 1. Hunting-ground — while — unused — ways — all sorts 
 — going. 2. Fences — stone walls — jumped over — little 
 birds — ran races. 3. Beat — always — race — no difference. 
 4. Pleasure — barking — running. 5. Little cat-bird. 6„ Gat- 
 
126 
 
 NATURAL HISTORY AND LANGUAGE [PART IV. 
 
 bird — up — tree — noise sounded — cat — mewing. 
 7. Stopped — moment. 8. Dream-cat — dreadful. 
 9. Terrible creature — mere thought — tail — several 
 inches — pulled down. 10. Bird — saw — 
 
 noise — felt better. 
 
 BOSE AT WOODCHUCK'S HOLE. 
 
 woodchuck's — picture. 12. At once — began — woodchuck 
 — dig out. 13. Paws — fly — fairly. 14. Right — left — back 
 — over — dirt — flung. 15. Eyes, nose, mouth. 16. Hole — 
 small tree — foot. 17. Root — hold — in — way — Bose. 18. 
 Grunting — might — growling — pulling. 19. Just come — 
 John. 20. " Doing — hole " — said — . 21. " No woodchuck — 
 six months." 22. Stopped — looked — astonished. 23. Sure 
 — smelled — woodchuck. 
 
PART IV.] NATURAL HISTORY AND LANGUAGE. 
 
 127 
 
 LESSON XYI. 
 
 BOSE TRIES TO CROSS A BRIDGE, AND STOPS IN THE MIDDLE. 
 
 BOSE TRIES TO CROSS THE BRIDGE. 
 
 1. Small brook. 2. Small tree — branches — trimmed — 
 bank — other — extends. 3. Squirrel — one — banks — ran after 
 — Bose — near — saw. 4. Get away — pole— ran — other shore 
 — squirrel. 5. Tried — follow. 6. Unsteady — heavy — walk 
 — started — pole. 7. One way — the other — half across — 
 pole — turn — began. 8. Go back. 9. Not turn — all — feet — 
 together — unless. 10. No room. 11. Puzzled. 12. For- 
 ward — afraid — not — back. 13. Called — turn round — foot- 
 hold — lost. 14. Save — down — tried — went. 15. Half-way 
 — water — pole — shows. 16. Not take — distance — rest. 
 17. Water — not deep — mud. 18. Blue mud — scrambled out 
 — as quick — stood — covered — shore. 19. Came up — "Oh, 
 — dirty dog!" 20. Half — mind — shoulders — paws — kiss. 
 
128 
 
 NATUKAL HISTORY AND LANGUAGE. [PART IV. 
 
 21. Ashamed — head down. 22. Looked — wagged — slowly. 
 23. " Go — scrape." 24. Grass — scraped himself. 
 
 LESSON XVII. 
 
 AN UNEXPECTED VISITOR. 
 
 te£ 
 
 QUAIL AND YOUNG. 
 
 1. At last — hunting-ground — place — come — wishes — 
 John — cross-bow — try. 2. Rough pasture — here — there — 
 ground — covered — bushes — small trees — piece. 3. Shoot — 
 quail. 4. Mother quail — just come — family. 5. Little 
 quail — clump — hide — bushes — running. 6. Distress — 
 seems — mother. 7. Pretends — lame — fluttering — John — 
 
PART IV.] NATURAL HISTORY AND LANGUAGE. 
 
 129 
 
 front — along — wings — ground — beating. 8. Lead — clump 
 - — away — bushes — wishes — young — going. 9. Wounded 
 —thought — easy — catch. 10. Mother — ran after — left 
 * — young. 11. Faster John — faster — quail. 12. Gone 
 — bushes — some distance — flew away — spread — wings. 
 13. Danger — out of — bird's way. 14. Young quail — wanted 
 —catch — carry — home — if — not tame. 15. Back — find one. 
 16. Small — felt sure — catch — one. 17. Searched — could — 
 bushes — quail — not find. 18. There — carefully hid. 
 
 LESSON XVIII. 
 
 I SHOT HIM WITH MY CROSS-BOW. 
 1. Here — larger picture — quail. 2. By the side — quail's 
 
 quail's foot. 
 
130 NATURAL HISTORY AND LANGUAGE. [PART IV. 
 
 leg — foot. 3. Very pretty bird — delicate foot. 4. Claws — 
 not — blunt — hen's claws — can see. 5. Ought not — called 
 — quail. 6. Real name — Virginia partridge. 7. Morning 
 — evening — whistling noise — sounds like "Bob White." 
 8. Some people — noise sounds like "More wet." 9. Some 
 boys learn — whistle — nearly like — sound made — bird — 
 hardly tell — difference. 10. Many trials — near enough — 
 John — get — shot — killed. 11. Suppose — Margaret — said — 
 John — shot — arrow — bird happened — come along — hit. 12. 
 Bose — picked up — ran — bird — brought — John. 13. Went 
 back — arrow. 14. Winter — sometimes — so tame — come to 
 — quails — farm -yards — corn — other grain — poultry. 15. 
 So many quail — good place— thought — snare. 
 
 LESSON XIX. 
 
 THE QUAIL SNARE. 
 
 1. Picture — snare — made — John — catch quails. 2. First 
 — four pointed sticks — earth — square — form — tied — string 
 — sticks — around — foot — ground. 3. Next — long hairs — 
 tail — horse — three — twisted — together. 4. Loop — end — 
 horse-hair string — other end — passed — loop. 5. Slip-knot. 
 6. Quite a number. 7. Tied two — string — each side — 
 square. 8. Slip-knot — lower part — raised — ground — little 
 — spread out — shape — circle — almost. 9. Handful — corn — 
 few kernels — straight line — outside — square — slip-knot- 
 front. 10. Next — scattered — inside — square. 11. Kernel 
 by kernel — pick up — outside. 12. Walks along — pick up — ; 
 
PART IVJ NATURAL HISTORY AND LANGUAGE. 
 
 131 
 
 QUAIL SNAKE. 
 
 inside. 13. This time — noose — neck. 14. Pressing forward 
 — tighter — tighter. 15. Not know — go back — choked — 
 death. 
 
 LESSON XX. 
 
 THE DRUMMER OF THE WOODS. 
 
 1. After — quail — killed — John — strange noise — wood — 
 
 small trees — side — pasture. 2. Heard — many times — this 
 
 time — very near. 3. Near — could — how — made. 4. Softly 
 
 — carefully — walked — little opening — trees. 5. Partridge 
 
 — old log. 6. Feathers — puffing up — spreading — strutting 
 
 — log. 7. Acted — turkey-gobbler — poultry -yard. 8. Head 
 
 — turned away — John — good chance — see. 9. Looking — 
 
 spread — wings — above — back — down forcibly — sides. 10. 
 
 4* 
 
132 
 
 NATURAL HISTORY AND LANGUAGE. [PART IV. 
 
 Slowly — first — rapidly — more — more. 11. Ended — rolling 
 beat — roll — drum. 12. Long distance — still morning. 13. 
 So much — taken up — drumming — forgot — cross-bow. 14. 
 
 \2te?* 
 
 
 iZ%£~<& 
 
 DRUMMER OF THE WOODS. 
 
 Might — killed — bird. 15. Turned round — saw — flew away 
 — whirring noise — loud. 
 
 LESSON XXI. 
 
 THE RUFFED GROUSE. 
 
 1. Bird much larger — quail — true partridge. 2. Often 
 called — partridge — right name — ruffed grouse. 3. Sides — 
 neck — tuft — feathers — black — soft — glossy. 4. Grouse— 
 drumming — feathers — straight — stand out — ruff — black 
 
PART IV.] NATURAL HISTORY AND LANGUAGE. 
 
 133 
 
 fez 
 
 RUFFED GROUSE. 
 
 — neck. 5. Head — crest — soft feathers. 6. Body — feathers 
 — grayish brown — white — covered. 7. Young grouse — 
 mother — chickens — hen — follow. 8. Fact — grouse — hen — 
 same — belong — bird-family — many ways — same habits. 9. 
 Differ — this respect. 10. When alarmed, sharp cluck — 
 mother grouse. 11. Scamper away from — hide — leaves — 
 bushes. 12. Chickens, — frightened, — to — mother. 13. Cold 
 nights — winter — under — snow — keep warm. 14. Rains — 
 frozen crust — formed — cannot get out. 15. Crust — not melt 
 — starved. 16. Nothing else — dried apples — left — winter — 
 
134 
 
 NATUEAL HISTOEY AND LANGUAGE. [PAET IV. 
 
 trees. 17. Bose — busy hunting — treed — three — four. 18. 
 Kill — not like — cross-bow — afraid — arrows — lose. 19. Fine 
 place — snare — himself. ■ 
 
 LESSON XXII. 
 
 HOW JOHN CAUGHT THE DRUMMER. 
 
 1. Shows — caught — ruffed grouse — drumming -log. 
 2. First — two stakes — ground — each side — log — cross each 
 other — near — tops. 3. Stakes — passage-way above — log. 
 4. Drums — back — forth — good deal — log. 5. Stake 
 straight down — crossed stakes — near — ground. 6. This 
 stake — notch — above — log — few inches. 7. After this — ■ 
 spring-pole — pointed end — firmly — ground — log — short 
 distance. 8. Horse-hair snare — tied — end — spring-pole. 
 
 LOG SNARE. 
 
PART IV.] NATURAL HISTORY AND LANGUAGE. 
 
 135 
 
 9. Spring-pole — bent — down — end part — notch. 10. Care- 
 ful — placing — pole — notch. 11. Out easily — not too easily. 
 12. Not too deep — not too shallow. 13. Hair slip-knot — 
 open part — covered — passage-way — crossed stakes. 14. Kept 
 — fixed — place — pushing pins — slip-noose — crossed stakes. 
 15. Contrivance — way — works. 16. As — walks along, — 
 snare — set, — neck — catches — tightens. IT. Struggles — get 
 free — pulls out — spring-pole — notch — jerked — aid — sud- 
 denly. 
 
 LESSON XXIII. 
 
 THE GROUSE SNARE. 
 
 GROUSE SNARE. 
 
 1. Snare — John made — catch — open grounds. 2. Cleared 
 place — woods — many partridge-berries — wallow-holes ; that 
 is, holes — hens — like — sand-baths. 3. Likely to como — feed 
 — berries. 4. Made up — mind— -fence — two large rocks — 
 picture. 5. Cut down — small bushes— in a row — low fence 
 
 5* 
 
136 
 
 NATURAL HISTORY AND LANGUAGE. [PART IV. 
 
 — eight inches high. 6. Four openings — fence. 7. Four — 
 slip-knots — tied — small bushes — grew — near — openings. 
 8. After — snares — two sides almost touched — sides — open- 
 ing. 9. Cut — forked twigs — very slender — each side — 
 snare — pushed — ends — fence. 10. Keep — snare — place. 
 11. Grouse comes — fence — not jump — walks along — open- 
 ing. 12. Snare — raised — little — ground — goes through 
 — not feel — pull — some distance — fence. 13. Never tries — 
 back. 14. Farther — tighter — pulls — choked. 15. Next 
 morning — two grouse — snares. 
 
 LESSON XXIY. 
 
 A TRAGEDY DOWN THE ROAD. 
 
 RABBIT SNARE. 
 
 1. Bob-tailed rabbit — caught — John says. 2. Run after 
 -made Bose — broke — carriage — humped — head. 3. Ever 
 
PART IV.] NATURAL HISTORY AND LANGUAGE. 137 
 
 since — Bose's dreams — troubled. 4. Narrow passage — large 
 rocks — old pasture — found. 5. "Went — feeding-ground — 
 habit — going — large rocks. 6. Sharpened sticks — ground — 
 foot or two — two rocks. 7. Twigs — long, slender — in and 
 out — wove — upright sticks. 8. Finished — basket-work. 
 9. Right name — wattled fence. 10. Narrow space — mid- 
 dle — sticks — vacant. 11. Notches — right height — cut. 
 
 12. Wooden cross-piece — flattened — both ends — fitted. 
 
 13. Spring-pole — snare — tied — picture. 14. Snare — ready 
 — use. 15. See — rabbit — doom. 16. Hedge snare. 
 17. Good snare — spring-pole — long enough — jerk up — reach 
 — skunks — foxes. 18. Next — Bose — old enemy — neck — 
 spring-pole. 19. Showed — pleasure. 20. Fortunate — Mar- 
 garet- — not there — joy — see. 
 
 LESSON XXV. 
 
 BOSE SEEKS FOR KNOWLEDGE, AND FINDS IT. 
 
 1. Field covered — heaps — small stones — rows. 2. Dis- 
 tance — walking along — John — cross-bow — shoulder — hand 
 — quail. 3. Returning — hunt. 4. Front part — rolling — 
 grass — rubbing — head — face — both paws. 5. Little insects 
 — flying. 6. Fit. 7. Wandered away — coming — stone 
 heaps, — smell. 8. Moved — stones — curious buzzing — heard. 
 
 9. Wishing — know — made it — pushed away — stones — dig. 
 
 10. Pretty soon — bumblebee — large, fierce-looking — another 
 
 — another. 11. Whole family. 12. Lighted — nose — ear — 
 
 another — all over. 13. Great distress — fore-paws wildly — ■ 
 G 
 
138 
 
 NATURAL HISTORY AND LANGUAGE. [PART IV. 
 
 BOSE AND BEES. 
 
 rolled — grass — bite. 14. Started — ran — might ; — left. 
 15. John came up — saw — trouble. 16. "Ah, — studying 
 Natural History — how — like ?" 17. Too busy rubbing — 
 ears — smarting — head — aching — say anything — ashamed. 
 18. Most likely— feet— hot. 
 
 LESSON XXYI. 
 
 THE TRUMPETER OF THE PLAINS. 
 
 1. John — visit — uncle — lived — prairie-hens — plenty. 
 
 2. Started — early — morning — hoping — sight — bird. 
 
 3. Wanted — how much — like — ruffed grouse. 4. Pretty 
 soon — tooting noise — sounded like — nighthawk — plunges 
 down — great height — air. 5. Nighthawk — one sound. 
 
PART IV.] NATURAL HISTORY AND LANGUAGE. 
 
 139 
 
 6. Prairie-hen — three notes — last one longer — others. 7. Be- 
 hind — low bushes — crept softly — place— sound came from. 
 8. Came — sight — strutting — spreading— -puffing out — . 9. 
 Same — turkey — poultry-yard. 10. Back part — neck — tufts 
 — two or three inches — straight out. 11. Stood up — fill — 
 
 
 TRUMPETER OF THE PLAINS. 
 
 air — sacks — bladders — sides — neck. 12. Yellow color — 
 small orange. 13. Sacks — filled — leaned — neck — ground. 
 14. Movement — followed — heard — sound. 15. Sound — out 
 — bags — smaller. 16. " Scratchers," said John. 
 
140 
 
 NATURAL HISTORY AND LANGUAGE. [PART IV. 
 
 LESSON XXVII. 
 
 THE DANCING-PARTY AT THE SCRATCHING-PLACE. 
 
 
 DANCING-PARTY. 
 
 1. John told — uncle — seen. 2. Uncle said — next morn- 
 ing — curious dance — scratching-place. 3. Before — light — 
 hid — low bushes. 4. Grouse — out — open space — low toot- 
 ing. 5. Another — tooted — soon — fifteen — twenty. 6. Puff- 
 ed up — curved — necks — spread — fan— strutted. 7. One 
 passed — fiercely — seemed — say — " handsomer — you." 
 8. Taking steps — slow dance. 9. "What — world — doing?" 
 —John. 10. "Moment — see"— uncle. 11. Pretty soon — 
 leap up — foot — two— fowls — fight. 12. Cackled — screamed 
 — oddest sounds. 13. Much tickled — laughing heartily. 
 
PART IV.] NATURAL HISTORY AND LANGUAGE. 
 
 141 
 
 14. Amused — strange noises. 15. Desperately — get beaten 
 — left. 16. Not — -hurt — much, — plenty — feathers — left. 
 17. Ruffed grouse — similar — not — noise. 
 
 LESSON XXVIII. 
 
 THE FIGURE 4 SNARE. 
 
 FIGURE 4 SNARE. 
 
 1. John— Bose — snare — quail, grouse, — rabbits. 2. First 
 — squared — stake — two sides — sharpened — one end — 
 drove — . 3. Part— above — foot high. 4. Strip — board — 
 foot — notch — end. 5. Shoulder — upright stake — squared — 
 wider — board. 6. Called — spindle. 7. Spindle — fastened 
 — upright — shoulder — thick wire. 8. Up — down — not side- 
 
142 
 
 NATURAL HISTOEY AND LANGUAGE. [PAET IV. 
 
 wise. 9. Notch — stake — top. 10. "Wood— right length — 
 fit — notch — spindle — upright stake. 11. Called — trigger. 
 12. Hole — upper — trigger. 13. Line — end — spring-pole — 
 hole — tied. 14. Picture — snare set. 15. Snare — waxed 
 fish -line. 16. End — fastened — trigger — below — line — 
 spring-pole — tied. 17. Touch — spring — snare. 18. John 
 — work — haunches — watched. 19. Bose — looked up — 
 " contrivance — success." 
 
 LESSON XXIX. 
 
 BOSE AS A PUPPY. 
 
 1. Not write. 2. Knows 
 enough — hard — hold pen. 
 3. Could write — tell — early 
 life. 4. 1 — do writing for — . 
 
 5. First — knew of — puppy. 
 
 6. As puppy — naughty things. 
 
 7. Shirts — clothes-line. 8. 
 Wind — blowing — flapping 
 about — odd — way. 9. Looked 
 — some time. 10. Funny 
 fancy — head. 11. Made leap 
 — through shirts. 12. Noth- 
 ing left — neck-band — pieces — each shoulder. 13. Mother 
 came out — going on. 14. Got a stick — called. 15. Young 
 Bose — other way. 16. Mother went — ran up — wood-pile — 
 out — reach. 17. Shook — stick — barked — not whipping. 
 18. No one saw — Jemmy peeping — corner. 19. Jemmy — 
 
 BOSE AS A PUPPY. 
 
PART IV.] NATURAL HISTORY AND LANGUAGE. 
 
 143 
 
 Bessie — Maggie — John. 20. Large portrait — Bose. 21. See 
 only — head — looking out — framework. 22. Not look — 
 mother — stick. 23. Mother — not wish — stick in hand. 
 
 LESSON XXX. 
 
 "HOLD OUT YOUR PAW!" 
 
 "hold out your paw!" 
 
 1. A hand. 2. Dog's fore-paw — palm. 3. John — Maggie 
 — talking — toes — dog's foot. 4. Called Bose — "Bose — 
 paw!" 5. Four toes. 6. Inside of leg — another toe — 
 smaller. 7. Dog's fore-feet — many toes — fingers — hand. 
 8. Toe inside — place of thumb. 9. Behind fore-leg — pad. 
 10. Crouches down — fore-legs — on pad. 11. Hind-foot — 
 four toes. 12. Same number as cat. 13. Nails — differ 
 much. 14. Dog's — almost straight — cat's — much curved. 
 15. Push out — pull back claws — dog — not. 16. Both — pads 
 — toes — feet. 17. Cat's feet — smooth — dog's — rough. 
 18. Cat — more softly — dog — reason. 
 
144 
 
 NATUKAL HISTORY AND LANGUAGE. [PART IV. 
 
 LESSON XXXI. 
 
 JOHN GOES TO SCHOOL. 
 
 1 . John — seat — library — father's. ; 
 
 2. Know how — owls — hawks — trap. 
 
 3. Yery troublesome — poultry-yard. 4. 
 Asked — father — how — caught — such 
 birds. 5. Easily caught — steel -traps. 
 6. Picture — one — ways — shows — hawk. 
 
 7. Tall tree — dead 
 branch — almost al- 
 ways — hawk. 8. 
 Lookout — game — 
 dead tree — no leaves 
 
 — hide — view. 9. 
 Picture — upper part 
 
 — sawed off — room 
 
 — trap. 10. Trap 
 chain — fastened. 
 11. Hawk lights — 
 weight bears — 
 tongue — bird — 
 
 caught. 12. No good — catch owls — fly too low — because. 
 
 13. Owls — hawks — traps — mouse — bird — ground — baited. 
 
 14. Another way — stump — catch owls — place — trap — post 
 — large limb. 15. If — this way — bait — below — eight or ten 
 inches. 16. Cunning — lights — owl — see — all — right. 17. 
 Knowing — habits — bird's — respect — so places — hunter — 
 trap — feet — pan — put — stops — flight — as — . 
 
 TRAP FOR HAWK. 
 
PART IV.] NATURAL HISTOEY AND LANGUAGE. 
 
 145 
 
 LESSON XXXII. 
 
 HOW THE MACHINE WORKED. 
 
 1. John — hawk — contrivance — simple — curious. 2. Plank 
 
 — holes — bored. 3. Stiff wires — tiled — points up. 4. Holes 
 
 — smaller — firm — places. 5. Plank — covered lightly. 6. 
 
 Chicken — wires. 7. Hawks — pounced down — chickens — 
 
 strayed away — carried — off — talons. 8. Not — wait long — 
 G2 
 
146 
 
 STATURAL HISTOEY AND LANGUAGE. [PART IV. 
 
 if machine^ — work. 9. Hid — close wateh. 10. Hawk — ■ 
 wide circles. 11. Not see — wires, — if — not know. 12. 
 Swift swoop. 13. Not catch — caught. 14. "Cruel" — Mar- 
 garet — . 15. " Perhaps so," — John — . 
 
 LESSON XXXIII. 
 
 THE KELEASE OF THE PRISONER. 
 
 THE PRISONER. 
 
 1. John asked — possible — tame — Birds of Prey. 2. " Oh 
 yes, — done," said — " conquer — almost anything — patience — 
 
PART IV.] NATURAL HISTORY AND LANGUAGE. 147 
 
 kindness." 3. Gentleman — France — country — one day — 
 taking a walk — nail — owl — fastened — farmer's gate — each 
 wing. 4. Shot — owl — broken — wing — nailed — alive. 
 5. That country — treat owls — farmers — take — alive — this 
 way. 6. Still living — two days — anything — eat — drink. 
 
 7. Bought — owl — borrowed — ladder — take — down — tried. 
 
 8. Fought — savagely — tore — hands — talons. 9. Farmer — 
 laughed — saw — bleeding hands. 10. Strange — save — life — 
 such — bird. 11. Put on — gloves — bird down. 12. Owl 
 tenderly — handled — wings — washed. 13. Few drops — beak 
 — eat — something. 14. Astonished — not used — kind treat- 
 ment—greedily — ate— drank. 15. Handkerchief — around 
 — wings — basket — home. 16. " Kind " — John ; — " sorry — 
 machine — hawk." 17. Smiled. 
 
 LESSON XXXIY. 
 
 STRIX, THE OWL. 
 
 1. Came home — basket — study — opened — took off. 
 2. Scrambled out — back — chair — perched. 3. Near evening 
 — pupils — larger — see better. 4. Smooth down — feathers 
 
 — looked steadily — now and then — rescuer. 5. Went — 
 chair — back gently — fingers. 6. In turn — rubbed — softly — 
 head — hand — back of. 7. After — while — so tame — perch 
 — shoulder — head — face. 8. Wings — well — fly — short dis- 
 tances. 9. Daytime — slept—. 10. Came home — absence 
 
 — step — stairs — flap — wings — scream loudly — came in. 
 11. Very proud — taught — many things — pet. 12. Friend 
 
148 
 
 NATURAL HISTORY AND LANGUAGE. [PART IV. 
 
 called — one day. 13. " Strange pet !" — friend. 14. " Great 
 deal — knows" — gentleman; — "call — Strix. 15. Strix, wel- 
 come — friend." 16. Flapped — wings — owl — perched — 
 
 shoulder — friend's — 
 rubbed — head — face. 
 IT. "Sounds good," — 
 "great mind — try — 
 tame. 18. Where — 
 animals — domestic — 
 intelligence — great- 
 er?" 19. "Where, in- 
 deed ?"— father. 20. 
 " Patience — tame — 
 kindness — owl — sav- 
 age — even." 
 
 
 STRIX, THE OWL. 
 
 LESSON XXXV. 
 
 THE EXPERIMENT. 
 
 1. John asked — hen— goose — hatch — wild birds. 2. Often 
 — done. 3. Gentleman — nest — buzzard — oak-tree — near 
 — pond. 4. Kind — hawk. 5. Climbed — tree — four eggs — . 
 6. Begun to sit. 7. Home — four eggs — sitting goose. 
 8. Back, — climbed — tree — took out — buzzard's eggs — goose 
 eggs — place. 9. Able — buzzard — after game. 10. Home, 
 —buzzard's eggs — goose's nest. 11. Watched — tree, — week 
 or two — saw heads— hanging over — nest. 12. Days later — 
 fly down — tadpoles — claws — carry — . 13. Morning — even- 
 
PART IV.} NATURAL HISTORY AND LANGUAGE. 
 
 149 
 
 
 THE FAMILY. 
 
 ing — fed — tadpoles — frogs. 14. 
 
 Food — ducks — geese like. 15. 
 
 Pond — full — no danger — starve. 
 16. Days later — great deal — noise — 
 nest. 17. Flapping — climbing up — 
 stretching necks — pond — goslings. 
 18. Desire — water — resist. 
 
 LESSON XXXYI. 
 
 THE DEATH. 
 
 1. Mother buzzard — not know — make of — . 2. Children 
 -before. 3. Strongest — climbed — saw — water. 4. Good 
 
150 
 
 NATURAL HISTORY AND LANGUAGE. [PART IV. 
 
 — looked ! — must go. 5. Spread — wings — straight down — - 
 tall grass — . 6. Stunned — fall, — scrambled up — waddled — 
 pond. 7. In — happy. 8. Buzzard — agony. 9. Flew down 
 — hovered over — around — make him — back. 10. Liked 
 — water, — stay in it. 11. Tried — catch — carry — back. 
 
 THE DEATH. 
 
 12. Every time — dived — ten feet away. 13. Goslings — 
 nest — calls — brother — . 14. All — three jumped — ran to 
 join — . 15. Buzzard — greater distress — . 16. Rushed — ; 
 — screamed, — beat — long wings. 17. Legs entangled — long 
 grass. 18. Tired out, — more — more feebly, — soon — stretch- 
 
PART TV.] NATURAL HISTORY AND LANGUAGE. 151 
 
 ed out — neck — died. 19. Died, — thought them — danger. 
 20. "There — wrung — necks — little wretches" — John. 
 
 LESSON XXXVII. 
 
 THE DISCOVERY, AND THE EXECUTION". 
 
 n 
 
 THE EXECUTION. 
 
 1. Goose — after — time — hatched. 2. Two buzzards open- 
 ed — yellow beaks — cried out — eat. 3. Jumped of! — nest — 
 great fright. 4. Never heard goslings — such— noise. 5. 
 Small pond — come — young buzzards — swim — . 6. Not 
 stir — . 7. Could not, — not large — and strong enough — 
 support — body. 8. Out — patience — lifted out — bill. 9. 
 Screamed — not move. 10. Looked — great care—not under- 
 
THE MENAGERIE. 
 
PART IV.] NATURAL HISTORY AND LANGUAGE. 153 
 
 stand— matter. 11. Think — some one — played — trick — . 
 12. Struck — wings — bill — trampled — feet. 13. One by one 
 — flung — water. 14. Soak — long time — ate — . 15. Buzzard 
 — better mother. 
 
 LESSON XXXVIII. 
 
 HURRAH FOR THE MENAGERIE! 
 
 1. "AH going — menagerie!" 2. John's shout, — long 
 train — moving slowly — next town. 3. Wagons — wonder- 
 ful birds — . 4. Posters — sides — old sheds — board fences. 
 
 5. Wagons — closed, — not get — sight — curious things — . 
 
 6. One hole — front — wagon. 7. Air. 8. Only animals — 
 seen — black, — white, — mottled — drew — wagons, — ele- 
 phants, — ponies. 9. Band — black horses, — red plumes — . 
 10. Handsome — glossy black — . 11. Elephants — lead — pro- 
 cession. 12. Most interested — ivory tusks, — trunks, — 
 ears — . 13. Picture — hands behind — . 14. Always — tired 
 —other folks — . 15. Not know why — . 16. Not — thin ; — 
 balance — better. 
 
 LESSON XXXIX. 
 
 THE ORATOR AND THE AUDIENCE. 
 
 1. Picture — come together — talk — menagerie. 2. To- 
 morrow. 3. Four others — Tom — Bose — . 4. Orator — 
 
154 
 
 NATURAL HISTORY AND LANGUAGE. [PART IV. 
 
 stretched out — gesture. 5. Haunches — listening — John. 
 6. Tail up — rubbing — fur — Bessie's dress. 7. Sure sign — 
 pleased. 8. Chicken-Little — dignified. 9. Fine gentleman 
 — better dressed — company. 10. Everybody — wears — cap 
 — far back — hands behind — . 11. Toad — pets. 12. Flies 
 
 THE ORATOR. 
 
 — other — . 13. Knows — great deal — look stupid. 14. Read 
 ■ — books — takes off — skin — little ball — swallows — . 15. Do 
 it. 16. Yesterday — operation — skinning. IT. To-day — new 
 suit — neat. 18. Not — washer-woman. 19. Showing — chil- 
 dren. 
 
PART IV.] NATURAL HISTORY AND LANGUAGE. 
 
 155 
 
 
 
 Ikfrw *y- 
 
 
 MAKING PLANS. 
 
 LESSON XL. 
 
 ^ WHO ARE GOING TO THE MENAG- 
 ERIE? 
 
 1. John, — natural history — . 
 2. Picture— saying. -company- 
 names, — explain — habits. 3. 
 
156 NATURAL HISTORY AND LANGUAGE. [PART IV e 
 
 John — good deal — knowledge — . 4. Part — books, — part — 
 eyes. 5. All — anxious — except Jemmy. 6. Not like — . 
 7. Insects — bugs, — sting. 8. Cats — beasts, — 'scratch — 
 bite. 9. Hens, turkeys, ducks — geese — dirty, — always — . 
 10. Hisses — . 11. Runs after — red garment — . 12. " Now 
 — to-morrow," said John. 13. Bose thought John — . 
 14. Jumped up, — wagged, — pricked, — barked. 15. "Well 
 — shall go." 16. No use — Tom, — case — settle — old rats. 
 17. Chicken-Little — not go, — nobody— daylight up — morn- 
 ing. 18. Long way — menagerie; — proposed, — stop over 
 night — uncle's house, — on the morrow — not — too tired — 
 seeing — sights. 
 
 LESSON XLI. 
 
 ON THE WAY. 
 
 1. Whole party — on the way — menagerie. 2. John — 
 father — front seat — open wagon. 3. Maggie — Jemmy — 
 other — . 4. Bessie — sick, — left — home. 5. Bose — stone 
 wall — other side — lines — road. 6. Busy — usual. 7. Run- 
 ning — small bird — full speed. 8. Not catch, — knows that 
 ■ — pleasure — running — barking. 9. If-— company — looked 
 back — mother standing — door. 10. Watched — stood — fa- 
 ther — children — out — sight. 11. Bose — place — under — 
 wagon. 12. Children asked — carriage, — as — pleased — out- 
 side. 13. Small stream— road — under — bridge, — take a look 
 — underneath, — how — made. 14. Jemmy — silent — started. 
 15. Asked — lion — roar — louder — bellowing — calf. 16. 
 
PART IV.] NATURAL HISTORY AND LANGUAGE. 
 
 157 
 
 .>*# 
 
 ON THE WAT. 
 
 "Goose!" 17. Over — wall — "no goose — ." 18. Laughed, 
 — smiled. 19. Never heard, — been told — very loud — sound. 
 
 LESSON XLII. 
 
 THE LION ROARS. 
 
 1. Uncle's house — stopped — overnight. 2. Next day — 
 menagerie. 3. Picture — whole company — lion's cage. 
 4. Man — made — picture — not — room — whole menagerie, — 
 lion's cage — only — other things. 5. Pushing — pole — cage. 
 6. Lion — lioness — inside — very fierce — . 7. Jemmy — 
 hands — . 8. Pushing — pole — oblige Jemmy. 9. Standing 
 — before — cage, — keepers — passed by — . 10. "Mr. Man," 
 
158 
 
 NATURAL HISTORY AND LANGUAGE. [PART IV. 
 
 THE LION ROARS. 
 
 said Jemmy, — " lion roar V 
 
 11. Stopped, — puzzled, — 
 
 smiled. 12. " No regular 
 
 — roar, — snarl — easily 
 
 enough." 13. Pole — pushed — cage. 14. Lion — not like, — 
 
 snarled, — not much — roar— sure enough. 15. Not — pleased. 
 
 16. Hear — roar — hair — on end. 17. Seemed — shiver. 18. 
 
 "All the rest ;— beast." 
 
 LESSON XLIIL 
 
 WHAT JOHN SAID ABOUT THE CAT FAMILY. 
 
 1. Lion, — tiger, — leopard. 2. Color — lion — dark yellow — 
 tawny. 3. Neck — shaggy mane, — tail — tuft — . 4. Tongue, 
 — teeth, — claws — cat's. 5. Differ — size. 6. " Fact—," said 
 John, — "only cats — larger — .". 7. Hunt — prey, — seize — 
 
PART IV.] NATURAL HISTORY AND LANGUAGE. 
 
 cat—. 8. Slowly— silently, &&#&*+*, n, L , 
 
 159 
 
 CAT FAMILY, 
 
 Climb trees, — most — lion — tiger — not. 11. Tickle — cat, — 
 throw itself — back, — hind claws forward, — push — back — 
 suddenly. 12. Sheep — stake, — tiger — near — . 13. Crouched 
 down — slowly — near — spring. 14. Sudden leap, — seized — 
 throat, — over — back. 15. Feet forward — suddenly back, — 
 tear — flesh — . 16. Acted — cat does — play — pretends — same 
 thing — hands. 
 
160 
 
 NATUEAL HISTOEY AND LANGUAGE. [P4ET IV. 
 
 LESSON XLIY. 
 
 THE DOG FAMILY. 
 
 DOG FAMILY. 
 
 1. Cages — wolves, hyenas, — foxes. 2. Picture — wolf, — 
 spotted hyena, — fox. 3. Wolf — fox — dog family. 4. "Cous- 
 ins, Bose," said John. 5. Not — know — own relations. 
 6. Curious — dog family; — walk — toes, — not — soles — feet. 
 1. "Bose's — leg," said John: — "knee; — really — heel." 
 8. Five toes — fore-feet, — four — hind-feet. 9. Same — cat 
 family. 10. Dog family — can seize — cats — neither — climb 
 trees. 11. Shape — teeth — eat flesh — cat family. 12. Spot- 
 ted hyena — picture — wolf — fox. 13. Might belong — dog 
 family, — not. 14. Second-cousin — Bose — Tom. 15. Claws — 
 dog's claws, — four toes — front feet. 16. Tongue, — not smooth 
 — dog's, — horny claws — cat's. 17. Tamed. 18. John — trust 
 one. 19. Suppose — Bose. 20. "Not think — trust my- 
 self — dark night — lonely road — tame wolf — spotted hyena." 
 
PART IV.] NATURAL HISTORY AND LANGUAGE. 
 
 161 
 
 LESSON XLV. 
 
 SOME OF THE SCRATCHER FAMILY. 
 
 1. "Now,"— John, — "hand- 
 some birds — scratchersP 2. 
 Picture — peacock, — pheasant, — 
 jungle-fowl — guinea-fowl. 3. 
 Peacocks — poultry - yards. 4. 
 Prettier feathers — no bird. 5. 
 As — turkey — tail - feathers — 
 push up — fan, — longer — pret- 
 tier — feathers. (3. Tail — round 
 spots — eyes. 7. Colors — rain- 
 bow : red, green, golden yellow. 8. Home — China 
 
 l, IS 
 
 VET 
 
 THE SCRATCHERS. 
 
 9. N* 
 
 comb — head. 10. Instead, — tuft — . 11. Stand up — pleas( 
 
 H 
 
162 
 
 NATURAL HISTORY AND LANGUAGE. [PART IV. 
 
 — proud look. 12. Prettiest part — tail — long — narrow. 
 13. Handsome — almost — peacock's. 14. Jungle-fowl — In- 
 dia. 15. Not stand out — tail-feathers — hang down — long 
 curve. 16. Pretty tail — Chicken -Little — cannot compare 
 — pheasant — jungle-fowl. 17. Guinea-fowl. 18. Every- 
 ^ body — . 19. Feathers — dark-gray, — black, — sprinkled — 
 spots — white — round. 20. Not pretty. 21. Noise — "Go 
 back !" 22. Yoice — peacock — scream — not pleasant — . 
 
 LESSON XLYI. 
 
 THE DUCK FAMILY 
 
 THE DUCK FAMILY. 
 
 1. Picture — swan, — wild- duck, — gray goose. 2. Swim- 
 ming — water. 3. Standing — shore. 4. All — duck family, — 
 
PAST IV.] NATURAL HISTORY AND LANGUAGE. 
 
 163 
 
 webbed feet. 5. Swan — longer — neck. 6. Cannot walk so 
 well, — swim — better — . 7. Most — swans — white, — other 
 countries — black. 8. Some — black necks — white bodies. 
 9. Tame swan — strong. 10. Break — man's leg — wing. 
 11. Whistling swan, — sings or whistles — flies. 12. Swan's 
 bill — thick near — head. 13. Not taper — goose's bill — 
 even width — duck's — tip. 14. Eider-duck, — cold countries. 
 15. Feathers — light — soft, — quilts, — garments. 16. "Feath- 
 ers — pillows — beds." 17. Live geese — living goose — plucked. 
 
 LESSON XLYII. 
 
 THE PENGUIN AND THE ALBATROSS. 
 
 1. Pen- 
 guins — 
 upright — 
 
 sea-shore, — albatross 
 — down — above. 
 
 2. Swimmers — 
 some — very 
 
 road and <<r^i^it^va 
 strong wmgs, 
 — some — no \vj : 
 
 3. Wings — penguin &j,%$f Jrff 8 
 ■ — remnants — feathers f 
 
 scales — fish. 4. 
 
 PENGUIN AND ALBATROSS. 
 
164: 
 
 NATURAL HISTORY AND LANGUAGE. [PART IV. 
 
 Wings,— more — fins of — fish — wings of — bird. 5. Still 
 more — flippers — turtle. 6. Penguin — not — like — bird, — ■ 
 know — it is — covered — feathers. 7. "No feathers," — John. 
 Sure sign— feathers. 8. Many penguins — shore, — in rows, — ■ 
 soldiers — ranks. 9. Look — feet, — webbed. 10. "No web," 
 — John. 11. Feet — albatross, — webbed ; — broad- winged 
 swimmer. 12. Wings — large — much — time — air. 13. Liv- 
 ing — out of — water, — use — feet — swimming, — so — webbed. 
 
 LESSON XLVIIL 
 
 THE FLAMINGO. 
 
 1. Strange-looking bird. 2. . : 
 
 Legs — flamingo — very long,- 
 like stilts — most peo- 
 ple — wader. 
 lire — one 
 — feet — & , 
 out of 
 
 THE FLAMINGO. 
 
PART IV.] NATURAL HISTORY AND LANGUAGE. 165 
 
 5 
 5 
 
 — water, — web between — toes. 4. So — know — not — wader 
 —swimmer. 5. Stands up, — six feet — nearly. 6. Xeck 
 very long ; — oddest part — bill. 7. Head — small, — bill — very 
 long, — curious bend — middle. 8. Homely, — not — one 
 thing; — beautiful scarlet feathers. 9. After all, — long neck 
 — oddly — bill — great use — . 10. Stands — water, — twists — 
 neck — upper part — on — ground. 11. Stirs — mud — webbed 
 feet, — insects — spawn — catches — feeds on. 12. Flocks, 
 like ducks — geese. 13. Light — shore — river — sentinel. 
 14. Danger approaches, — loud scream, — whole flock — loud 
 cries — air. 
 
MANUAL OF LESSONS 
 
 IN 
 
 NATURAL HISTORY AND LANGUAGE 
 
Copyright, 1879, by Harper & Brothers. 
 
MANUAL 
 
 OF 
 
 NATURAL HISTORY AND LANGUAGE. 
 
 PART I. 
 
 LESSON I. 
 
 THE BIRDS IN THE POULTRY- YARD. 
 
 1. I see some hens, some turkeys, some geese, some ducks, 
 some guinea-fowl, and some doves in the picture. 2. All 
 birds are covered with feathers. 3. A bird is an animal cov- 
 ered with feathers. 4. No other animal except a bird is cov- 
 ered with feathers. 5. The feathers keep the bird warm. 
 
 LESSON II. 
 
 WHERE BIRDS LIVE. 
 
 1. Each bird in the picture has two wings. 2. The doves 
 can fly best. 3. Birds that can fly well live a good deal of 
 the time in the air. 4. The ducks and the geese can swim 
 best. 5. They spend a good deal of their time upon the 
 water. 6. The hens, the turkeys, and the guinea-fowl hard- 
 ly ever fly or swim. 7. These birds live most of the time 
 upon the land. 
 
 Unite 4, 5, by "so :" unite 6, 7, by "so." 
 
2 NATURAL HISTORY AND LANGUAGE. [PART I. 
 
 LESSON III. 
 
 THE VOICES OF BIRDS. 
 
 1. A hen cackles after she has laid an egg. 2. She clucks 
 to call her chickens. 3. The rooster crows very early in the 
 morning. 4. When he crows, he flaps his wings. 5. The 
 duck quacks when he talks. 6. The turkey gobbles when 
 he talks. 7. When the goose is angry he hisses. 8. The 
 dove coos when he calls his mate. 
 
 Unite 1,2, by "and:" unite 3, 4, by "and:" unite 5, 6, by "and:" 
 unite 7 ; 8, by " and." 
 
 LESSON IV. 
 
 THE POULTRY-YARD. 
 
 1. In the picture I see five doves on the roof of the 
 stable. 2. There are six doves on the ground. 3. Those 
 on the ground seem to be picking up corn, or some other 
 grain. 4. The place where the doves sleep and have their 
 nests is called a dove-cote. 5. On the duck -pond I see 
 three old ducks and five young ducks swimming. 6. There 
 are two old ducks on the shore of the pond. 7. Two of 
 the old ducks on the pond have their heads under the 
 water. 8. 1 think they are trying to find something to eat 
 on the bottom of the pond. 9. Three geese are standing 
 near the shore. 10. I think that the one with his neck 
 stretched out is screaming. 11. I think the turkey that 
 has his feathers puffed up is gobbling. 12. There are four 
 hens and fifteen chickens in the yard. 13. Near one of the 
 
PART I.] NATURAL HISTORY AND LANGUAGE. 3 
 
 hens there are two guinea-fowl. 14. On the top of one of 
 the hen-coops there is a rooster crowing. 
 
 Unite 1, 2, by "and" — omitting -what you can, and make sense: 
 unite 7, 8, by " and :" unite 9, 10, by "and :" unite 13, 14, by " and" 
 
 LESSON V. 
 THE HEN". 
 
 1. This is a picture of a hen. 2. We know that the hen 
 is a bird, because she has wings and is covered with feath- 
 ers. 3. The hen scratches the ground with her toes or 
 claws, and picks up insects, worms, and seeds with her 
 bill. 4. She lays eggs, and hatches chickens from the eggs. 
 5. When the chickens are young they keep close to the 
 old hen. 6. If they wander away, the old hen clucks to 
 call them back. 7. When the old hen scratches the ground, 
 the little chickens stand around the hole, and pick up the 
 worms that the old hen finds. 8. She does not take her 
 chickens to the water. 9. She is afraid of the water. 
 10. She cannot swim well, because her toes are not joined 
 together. 11. When she pushes her foot back against the 
 water, the water runs through between her toes, because 
 they are not joined together. 12. When the old hen sits 
 down, the little chickens run under her wings and feathers. 
 13. They do this to keep themselves warm. 
 
 Unite 5, 6, by "but:" unite 8, 9, by "because :" unite 10, 11, by 
 "so:" unite 12, 13— omitting "They do this." 
 
4 NATURAL HISTORY AND LANGUAGE. [PART I. 
 
 LESSON VI. 
 
 THE HEN'S FOOT. 
 
 1. This is a picture of a hen's foot. 2. The hen has 
 four toes on each foot. 3. Three of them are on the front 
 side of the leg. 4. The fourth is on the back side of the 
 leg. 5. The hind toe is a little higher up on the leg than 
 the front toes. 6. The hind toe is shorter than any one of 
 the others. 7. Only the end of the hind toe touches the 
 ground when the hen walks. 8. When the hen places her 
 foot upon the ground, the front toes spread out. 9. When 
 she lifts her foot, the front toes bend and lie close together. 
 10. On the bottom of the foot is a kind of pad. 11. On 
 the under side of each toe there are also pads. 12. The 
 skin on these pads is thick and rough. 13. When the hen 
 roosts on the limb of a tree, these pads keep the foot from 
 slipping. 14. We sometimes call the hen's toes claws. 
 15. The middle one of the front toes is longer than any one 
 of the others. 
 
 Unite 3, 4, by "and :" unite 5, 6, by "and it" — omitting "the hind 
 toe :" unite 8, 9, by " but :" unite 10, 11, by "and." 
 
 LESSON VII. 
 
 THE STEUCTURE AND USES OF THE HEN'S TOES. 
 
 1. The hen's toes have joints, like the joints in our fin- 
 gers and toes. 2. She can bend her toes at the joints, just 
 as we can bend our fingers and toes. 3. At the end of 
 
PART I.] NATURAL HISTORY AND LANGUAGE. 5 
 
 each toe is a nail. 4. The nail is thickest in that part 
 which is joined to the toe. 5. The upper side is rounded, 
 like our nails. 6. The hen's nail curves down a little from 
 the thickest part. 7. The under side of the hen's nails is 
 hollowed out, like our nails. 8. The hen uses her nails to 
 scratch the ground. 9. The hen's nails are thicker and 
 harder than our nails. 10. If thej were not thicker and 
 harder, they would soon wear out, because the hen scratches 
 the ground so much. 11. The hen's nails grow just as our 
 nails grow. 12. The hen's nails keep the ends of the toe 
 from getting bruised, just as our nails keep the ends of 
 our fingers from getting bruised. 13. When the hen goes 
 to roost on the limb of a tree, or on a small pole, she clasps 
 the limb tightly with her toes. 
 
 Unite 1, 2, by "so:" unite 3, 4, by "and:" unite 6, 7, by "and:" 
 unite 11, 12, by "and." 
 
 LESSON VIII. 
 THE DUCK. 
 
 1. Here is a picture of a duck. 2. We know that the 
 duck, the goose, and the hen are birds, because they have 
 wings, and are covered with feathers. 3. The hen was made 
 to live on the land. 4. We know this by the shape of her 
 feet. 5. Birds that live on the water have their toes joined 
 together by a thin skin. 6. Such feet are called web-feet. 
 7. The goose is the only bird in the poultry-yard that has 
 feet like the duck's feet. 8. Both these birds have their 
 front toes joined together by a thin skin or web, and this 
 
6 NATURAL HISTORY AND LANGUAGE. [PART I. 
 
 shows that they were made to swim. 9. The hen scratches 
 the ground with her feet to find worms. 10. Then we can 
 call hens scratchers. 11. The duck and the goose cannot 
 scratch the ground well, but they can swim well with their 
 web-feet. 12. Then we can call them swimmers. 13. The 
 duck's feathers are thicker than the hen's. 14. They 
 should be thicker, to keep the duck warm in the cold 
 water. 15. The water does not wet the duck's feathers, 
 because the duck oils them. 16. If we take a young duck 
 near the water, he will run into the water. 17. That shows 
 that he was made to swim on the water. 18. Yery young 
 ducks are covered with a kind of down. 19. The down 
 keeps the young duck warm. 
 
 Unite 3, 4, beginning with "we know," and making such changes 
 as the sense requires: unite 5, 6, by "and:" unite 9, 10, by "so" — 
 omitting "then." 
 
 LESSON IX. 
 
 THE DUCK'S BILL, THE HEN'S BILL, AND THE GOOSE'S BILL. 
 
 1. Here are pictures of a duck's bill, a hen's bill, and a 
 goose's bill. 2. The duck's bill is longer, wider, and flatter 
 than the hen's bill. 3. The hen finds worms and insects 
 on the land. 4. The duck finds them in the mud at the 
 bottom of shallow ponds. 5. The edges of the hen's bill 
 are smooth. 6. The edges of the duck's bill are rough. 
 7. The small pointed knobs on the duck's bill look a little 
 like the teeth of a fine saw. 8. The goose's bill is wider 
 
PART I.] NATURAL HISTORY AND LANGUAGE. 7 
 
 than the hen's bill, but it is not so wide at the end as the 
 duck's bill. 9. The tongue of the duck is thick. 10. When 
 the duck's bill gets hold of a worm, the tongue presses it 
 against the upper part of the mouth and holds it there. 
 11. Then the mud and water run off between the little 
 knobs, and the duck eats the worm. 12. The duck very 
 often pushes its bill into the mud. 13. The bill would 
 soon be worn out, if the end was not horny and hard. 
 14. The end of the upper part of the duck's bill laps 
 over the lower. 15. The eud of the duck's bill is blunt. 
 
 16. The end of the hen's bill is sharp and pointed. 
 
 17. The duck's bill looks a little like the blade of a shovel. 
 
 18. The knobs on the edges of the goose's bill are larger 
 than those on the cluck's bill. 19. The goose eats a good 
 deal of grass. 20. Perhaps these knobs help him to tear off 
 the grass. 
 
 Unite 3, 4, by "and:" unite 5, 6, by "but :" unite 6, 7, by "and," 
 making such changes as the sense requires : unite 15, 16, by "but :" 
 unite 19, 20, by "and." 
 
 LESSON X. 
 
 THE DUCK'S FOOT. 
 
 1. This is a picture of a duck's foot. 2. The duck has 
 
 the same number of toes that the hen has. 3. The three 
 
 front toes of the duck are joined by a thin skin or web. 
 
 4. The web -foot shows that the duck was made to swim 
 
 on the water. 5. When the duck wishes to swim on the 
 
 water, he spreads out his toes and pushes his feet backward. 
 
 A2 
 
8 NATURAL HISTORY AND LANGUAGE. [PART I. 
 
 6. When the duck walks, his toes are spread out on the 
 ground as they are when he swims. 7. The foot of the duck 
 in swimming acts like the oar of a boat in rowing. 8. When 
 the duck lifts his foot in walking, the toes are brought close 
 together. 9. They are placed in the same way when he 
 brings them forward in swimming. 10. The hen can walk 
 better than the duck. 11. The duck can swim better than 
 the hen. 
 
 Unite 3, 4, by "-which" — omitting "the -web-foot:" unite 5, 6, by 
 "and" — use "he" instead of repeating "the duck:" unite 7, 8, by 
 "but:" unite 10, 11, by "but." 
 
 LESSON XL 
 
 THE GOOSE. 
 
 1. Here we have a picture of a goose. 2. The goose is a 
 larger bird than the duck. 3. Both these birds have boat- 
 shaped bodies and web-feet. 4. We know by the shape of 
 their bodies and the form of their feet that the duck and 
 the goose are swimmers. 5. The hen walks better than the 
 goose. 6. The goose walks better than the duck, but not so 
 well as the hen. 7. The duck waddles very much when he 
 walks. 8. We know by the way these birds walk, which 
 of them spends the most time on the land and which on 
 the water. 9. The hen walks very well, and spends all of 
 her time on the land. 10. The goose walks pretty well, and 
 that shows that he spends a part of his time on the land. 
 11. The duck waddles very much when lie walks, and that 
 shows that he spends most of his time on the water. 
 
PAET I.] NATURAL HISTORY AND LANGUAGE. 9 
 
 12. The hen scratches in the dirt, and gets part of her 
 food in the ground. 13. The goose nibbles the grass that 
 grows on the land and in the water near the shores of 
 ponds, and gets a part of his food above the ground, and a 
 part above the water. 14. The duck dabbles in the water, 
 and gets a part of his food lender the water. 
 
 Unite 1, 2, by "which" — omitting "the goose:" unite 3, 4, by 
 "so:" unite 5, 6, by "and:" unite 10, 11, by "but." 
 
 LESSON XII. 
 THE TURKEY. 
 
 1. This is a picture of a turkey. 2. He is called the old 
 gobbler of the poultry -yard. 3. He is larger than any 
 other bird in the yard. 4. There are no feathers on his 
 head and on the upper part of his neck. 5. His head and 
 the upper part of his neck are covered with a bluish skin, 
 having on it a kind of reddish warts, called wattles. 6. The 
 longest wattle comes out of his forehead, above his bill. 
 7. Very often it is longer than the bill. 8. When the tur- 
 key is angry, this long wattle becomes large and red. 
 
 9. On the breast of the turkey is a tuft of stiff hairs. 
 
 10. They look a little like bristles. 11. The turkey's tail, 
 when it is spread out, looks like a large fan. 12. The 
 turkey has the same number of toes as the hen. 13. The 
 nails of the turkey are hard and blunt, like the hen's. 
 
 14. Sometimes he looks very proud and important. 
 
 15. When the turkey feels proud, he spreads his tail, puffs 
 out his feathers, and struts about, and his wattles become 
 
10 NATURAL HISTORY AND LANGUAGE. [PART I. 
 
 red. 16. At the same time he stiffens the quill-feathers on 
 his wings, and scrapes them on the ground. 17. Then he 
 gives a kind of puff, as though he had been holding his 
 breath. 
 
 Unite 2, 3, by "and:" unite 4, 5, by "but:" unite 6, 7, by "and:" 
 unite 9, 10, by "that" — omitting "they:" unite 12, 13, and make 
 sense: unite 16, 17, by "and" — omitting "then he." 
 
 LESSON XIII. 
 
 THE OWL. 
 
 1. This is the picture of an owl. 2. He does not look 
 like other birds that I have seen, but is a very odd-looking 
 bird. 3. His eyes look large and staring. 4. They are 
 placed in the front part of his head. 5. They look a little 
 like a cat's eyes. 6. The owl's eyes are so made that he can 
 see best in the night. 7. The owl in the picture has two 
 curious tufts of feathers on the top of his head. 8. They 
 look a little like the horns of an ox. 9. Then the owl in 
 the picture may be called the horned -owl. 10. The ears 
 on the cat's head look like these tufts of feathers on the 
 owl's head. 11. The owl can move these feathers back and 
 forth, just as a cat can move her ears. 12. In the woods, 
 at night, the horned-owl makes a very loud noise, sounding 
 like " Waugh, hoo, hoo, hoo !" 13. The wings of the horned- 
 owl in the picture are very large. 14. The owl's feathers 
 are soft and downy, and he makes but little noise in flying. 
 
 Unite 3, 4, by "and:" unite 7, 8, by "which" — omitting "they:" 
 unite 10, 11, by "and." 
 
PART I.] NATURAL HISTORY AND LANGUAGE. 11 
 
 LESSOR XIV. 
 
 WHAT A BIRD HAS. 
 
 1. This is a picture of a bird's head. 2. Every bird has a 
 head, a bill, feet, a neck, a body, wings, and a tail. 3. Most 
 birds have their eyes on the sides of the head. 4. They 
 are placed near the middle of each side. 5. A bird can 
 see on both sides at the same time, while we can see well 
 only in front. 6. The ears of most birds are a little behind 
 and below the eyes. 7. The openings of the ears are almost 
 always covered with feathers. 8. The nostrils of the bird 
 are always in the upper part of the bill, near the head. 
 9. The upper and lower parts of the bill are the jaws of the 
 bird. 10. We can move only our lower jaw up and down. 
 11. The bird can move both jaws up and down. 
 
 Unite 3, 4, by "and:" unite 6, 7, by "and." 
 
 LESSON XV. 
 
 THE HEN-HAWK. 
 
 1. This is a picture of a hen-hawk. 2. The hawk's bill is 
 sometimes called a beak. 3. The hawk's beak and claws are 
 shaped like the beak and claws of the owl. 4. The hawk's 
 eyes are on the sides of his head. 5. He catches his prey 
 with his claws. 6. The hawk's eyes are bright and fierce, 
 and not dull and staring, like the owl's. 7. The owl flies 
 near the ground. 8. The hawk almost always flies high up 
 in the air when he is not pursuing his game. 9. The owl 
 
12 NATURAL HISTORY AND LANGUAGE. [PART I. 
 
 catches his game after dark. 10. The hawk catches his 
 game in the daytime. 11. The hen-hawk and the owl steal 
 chickens, young ducks, and young geese or goslings from 
 the farmers. 12. When the hen-hawk is flying high up in 
 the air he makes a noise that sounds like " Kai, kai, kai.' 5 
 
 13. When this noise is heard the guinea-fowl scream. 
 
 14. The hens call their chickens, and the chickens run to 
 their mothers. 15. The hen-hawk robs the poultry-yard by 
 day. 16. The owl robs the poultry-yard at night. 17. The 
 owl and the hawk are birds of prey. 18. We know by the 
 shape of their claws that the owl and the hawk are birds 
 of prey. 
 
 Unite 2, 3, by "and:" unite 7, 8, by "but:" unite 9, 10, by "but:" 
 unite 12, 13, by "and:" unite 13, 14, by "then:" unite 15, 16, by 
 "and" — using "it" instead of "robs poultry-yard" in 16: unite 16, 
 17, by "so." 
 
 LESSON XYI. 
 
 THE HAWK'S BILL AND THE OWL'S BILL. 
 
 1. We pick up things with our hands. 2. The bird 
 picks them up with its bill. 3. The bird has no lips and 
 no teeth. 4. The bird uses its bill for hands, lips, and 
 teeth. 5. The hen's bill and the duck's bill are almost 
 straight. 6. The hawk's bill and the owl's bill are curved 
 and hooked at the end. 7. The cat catches birds and small 
 animals with its claws. 8. We sometimes call these claws 
 talons. 9. The cat holds its game, when caught, with its 
 claws, and tears the flesh with its teeth. 10. The owl and 
 
PAPwT I.] NATURAL HISTORY AOTD LANGUAGE, 13 
 
 the hawk catch their game with their claws. 11. When 
 caught, they hold it with their claws, and tear the flesh 
 with their beaks. 12. If I look on one side of an Ameri- 
 can silver half-dollar I see a picture of an eagle. 13. The 
 eagle's bill is curved and hooked at the end. 14. Hawks, 
 owls, eagles, and other birds of prey have curved and hook- 
 ed bills. 
 
 Unite 1, 2, by " but :" unite 3, 4, by " so it "—omitting " the bird :" 
 unite 5, 6, by " but :" unite 7, 8 ; by " and :" unite 10, 11, by " and :" 
 unite 12, 13, by " and "—using " his " for " eagles " in 13. 
 
 LESSON XVII. 
 
 THE HAWK'S FOOT ANT) THE OWL'S FOOT. 
 
 1. These are pictures of a hawk's foot and of an owl's 
 foot. 2. The nails at the ends of the toes are not shaped 
 like the hen's nails. 3. The hawk's nails and the owl's 
 nails are very much curved, and are very sharp at the ends. 
 4. The claws are almost as sharp as needles. 5. The hawk's 
 claws and the owl's claws are shaped like the cat's claws. 
 6. The hawk's claws and the owl's claws are larger and 
 longer than the cat's claws. 7. The hawk, the cat, and some 
 kinds of owls catch young chickens, young ducks, rab- 
 bits, and small birds with their claws. 8. A hawk sits a 
 good deal of the time upon the limb of a dead tree. 9. He 
 chooses a dead tree to perch on because there are no leaves 
 to hide the view. 10. When sitting in this way he is 
 watching for game. 11. Under the hawk's toes there are 
 
14 NATURAL HISTORY AND LANGUAGE. [PART I. 
 
 little pads. 12. They are quite rough. 13. These rough 
 pads keep his feet from slipping on the limb. 
 
 Unite 2, 3, by " but " — using " they " instead of " the hawk's nails 
 and owl's nails :" unite 5, 6, by " but " — making such changes as the 
 sense requires : unite 11, 12, by " which " — omitting " they." 
 
 LESSON XVIII. 
 
 A MAN'S EYE. 
 
 1. This is a picture of a man's eye. 2. In the centre of 
 the eye is a round black spot. 3. It is called the pupil 
 of the eye. 4. It seems to be a black hole in the eye. 
 5. When we go out into the sunlight this black spot be- 
 comes very small. 6. It is not much larger than the head 
 of a pin. 7. When we go into a dark room this black spot, 
 or pupil, becomes quite large. 8. It is round all the time. 
 9. A good deal of light makes the pupil very small. 10. A 
 very little light makes the pupil large. 11. In a dark day 
 the pupil is larger than it is on a bright day. 
 
 Unite 1, 2, by "and:" unite 2, 3, by "which" — omitting "it:" 
 unite 5, 6, by "and" — omitting "it:" unite 9, 10, by "and." 
 
 LESSON XIX. 
 
 THE CAT'S EYES. 
 
 1. Here we have two pictures of a cat's eye. 2. The pu- 
 pil, or the black part of these eyes, is not shaped as it is in 
 our eyes. 3. In our eyes the pupil is round. 4. In the 
 
PART I.] NATURAL HISTORY AND LANGUAGE. 15 
 
 first of these pictures the pupil is very large, and covers 
 a large part of the ball of the eye. 5. It is not round, but 
 is curved on both sides, and comes to a point at the top 
 and bottom. 6. The pupils of a cat's eyes look like this 
 when she goes into a dark room. 7. The cat can see better 
 than we can in the dark, because the pupils of her eyes are 
 larger, and let in more light. 8. In the second picture 
 the pupil looks almost like a line running across the eye. 
 9. It is widest in the middle, and tapers to a point at each 
 end. 10. The cat's eyes look like this when she goes out 
 into the sunshine. 11. When the cat's pupils are of this 
 shape, very little light comes into her eyes. 12. The bright 
 sunshine does not seem to trouble the cat much. 13. A 
 good deal of light makes our pupils and the cat's pupils 
 very small. 14. A very little light makes them large. 
 15. If you go into a dark room where there is a cat, her 
 eyes will look large and bright. 16. An owl's eyes look 
 large and bright in a dark night. 
 
 Unite 1, 2, by "but:" unite 11, 12, by "so:" unite 13, 14, by 
 " and :" unite 15, 16, by " and." 
 
 LESSOIST XX. 
 
 OUR EYES, THE CAT'S EYES, AND THE OWL'S EYES. 
 
 1. We cannot see very well in the night. 2. The pupils 
 of our eyes do not become large enough. 3. The cat 
 catches most of her prey in the night. 4. She needs eyes 
 that can see well in the dark. 5. The pupils of her eyes 
 then become much larger than ours, and let in more light 
 
16 NATURAL HISTORY AND LANGUAGE. [PART I. 
 
 6. The pupils of the owl's eyes are round, like our pupils, 
 but they are much larger. 7. He catches his prey in the 
 night, and needs large pupils to let in a good deal of light. 
 8. In the daytime our pupils and the cat's pupils become 
 very small. 9. In most kinds of owls the pupil does not 
 become very small in the sunshine. 10. When much light 
 goes into the owl's eyes in the daytime it blinds him, and 
 he can hardly see at all. 11. Because of this, the owl 
 spends most of his time in the daylight in a hollow tree, or 
 in some place where there is little light. 12. Too much 
 light seems to pain him. 
 
 Unite 1, 2, by " because :" unite 3 ; 4, by " so :" unite 8, 9, by " but :" 
 unite 10, 11, by " and." 
 
 LESSON XXI. 
 
 THE CAT'S- CLAWS. 
 
 1. At the end of each toe in a cat's foot is a nail or claw. 
 2. Generally only the ends of the claws can be seen. 3. Most 
 of the claw is drawn up under the fur when the cat is at 
 rest, and when she is walking. 4. When the cat wishes to 
 scratch, or to seize her prey, she can push out her claws. 
 5. Then they look as you see them in the picture. 6. The 
 cat's claws are very strong, very much curved, and very 
 sharp. 7. The hawk, the owl, and the eagle have claws that 
 look like the cat's claws. 8. The cat can catch rats and 
 mice with her claws. 9. Some kinds of owls can catch rats 
 and mice. 10. The owls use their sharp talons in the same 
 way as the cats use their sharp claws. 11. The cat can 
 
PART I.] NATURAL HISTORY AND LANGUAGE. 17 
 
 climb a tree. 12. She puts her hooked claws upon the 
 rough places in the bark and pulls herself up. 
 
 Unite 2, 3, by "for :" unite 4, 5, by " and :" unite 8, 9, by " and." 
 
 LESSON XXII. 
 
 THE CAT'S FEET. 
 
 1. The cat has four feet. 2. On each of the hind feet 
 there are four toes. 3. On each of the fore feet there are 
 five toes. 4. One of the toes on each of the fore feet does 
 not touch the ground when the cat walks. 5. It is placed 
 on the inside of the leg, quite a distance above the other 
 toes. 6. This toe is like the thumb on our hand. 7. On 
 the under side of each of the cat's toes, and on the bottom 
 of her foot, there is a soft pad or cushion. 8. When the 
 cat walks she makes very little noise, because of these 
 pads. 9. When she goes toward her prey she puts two of 
 her cushioned feet slowly and carefully upon the ground, 
 and then the other two. 10. The cat walks slowly and 
 carefully, so that her prey may not know that she is com- 
 ing. 11. The owl catches rats and mice. 12. The owl's 
 feathers are soft and downy. 13. The owl makes no more 
 noise in flying than the cat makes in walking. 14. The owl 
 has soft and downy feathers to help him move silently upon 
 his prey. 15. The cat has soft and padded feet to help her 
 move silently upon her prey. 
 
 Unite 1, 2, by "and :" unite 3, 4, by " and :" unite 12, 13, by " and" 
 —using " he " instead of " The owl " in 13 : unite 14, 15, by " and." 
 
18 NATURAL HISTORY AND LANGUAGE. [PART I. 
 
 LESSON XXIII. 
 
 THE CAT'S VOICE. 
 
 1. A cat can mew, and purr, and screech. 2. When a 
 cat wants you to open the door, she mews softly. 3. She 
 seems to say, " Please open the door." 4. When she feels 
 pleased, she purrs. 5. Then she seems to say, " I am very 
 happy." 6. When she calls her kittens she makes a soft 
 noise, which sounds like pur-r-r. 7. If they do not come, 
 she will go to them and cuff their ears. 8. If any one 
 treads on a cat's tail, or on her toes, she gives a very loud 
 screech. 
 
 Unite 2, 3, by " and" — omitting " she :" unite 4. 5, by " and." 
 
 LESSON XXIV. 
 
 THE TEETH AND THE TONGUE OF A CAT. 
 
 1. When a bird has a sharp beak, very much curved, we 
 feel pretty sure that it preys upon living birds and small 
 animals. 2. It is not a sure sign. 3. The parrot has a 
 curved beak. 4. The parrot does not eat the flesh of birds 
 and other animals. 5. The parrot uses his curved beak to 
 help him climb trees. 6. When we see an animal with 
 sharp teeth like the cat's, we feel pretty sure that its food 
 is the flesh of other animals. 1. Four teeth of the cat are 
 longer and sharper than the others. 8. Two of them are in 
 the upper jaw, and two are in the lower. 9. When a cat 
 licks your hand with her tongue it feels rough. 10. There 
 
PART I.] NATURAL HISTORY AND LANGUAGE. 19 
 
 is something on the tongue like teeth, that pricks and hurts 
 a little. 11. The upper side of the tongue is covered with 
 small horny claws, all pointing toward the throat. 12. The 
 lion and the tiger are only large cats. 13. It would be 
 dangerous to have your hand licked by them. 14. Their 
 tongues would tear the flesh. 15. The sharp curved beaks 
 of the owl and the hawk are used to tear the flesh of their 
 prey. 16. Instead of a sharp curved beak, the cat has very 
 sharp pointed teeth to tear the flesh of her prey. IT. The 
 cat uses her horny tongue to lick off the flesh from bones. 
 18. We can tell that an animal is made to prey on other 
 animals by the shape of its teeth and claws. 19. We can 
 tell that a bird is made to prey on other birds by the shape 
 of its beak and claws. 
 
 Unite 1, 2, by " but :" unite 4, 5, by " but," making such changes 
 as the sense requires: unite 9, 10, by "because:" unite 12, 13, by 
 "but" 
 
PART II. 
 LESSON I. 
 
 THE LITTLE DUCKS AND THE WORM. 
 
 1. One day a little duck found a worm, and was running 
 off with it as fast as he could. 2. The worm was very 
 large and fat. 3. Another duck saw this duck running 
 away with the worm in his mouth. 4. The second duck 
 wanted a piece of the worm, and ran after the first duck. 
 5. After a long chase, the second duck came up with the 
 first duck, and caught hold of one end of the worm. 6. In 
 the picture, both ducks are pulling and tugging at the 
 worm. 7. " Let me have my half," said the second duck. 
 8. This little duck was a lazy fellow, and did not like to 
 find worms for himself. 9. " I found the worm, and it is 
 mine," said the first duck. 10. Just then the worm broke, 
 and both the little ducks tumbled over backward. 11. The 
 second duck cried, as he gobbled down his piece of the 
 worm, because he did not get his half. 
 
 Note. — In the previous lessons, the pupil has been aided in studying the pict- 
 ures and telling what he sees, by direct questions. We now appeal to another 
 sense — that of hearing — and help the pupil to reproduce what has been read, 
 by the suggestive words in the lesson. The teacher should not insist upon an 
 exact statement of the words read, but simply that the story be told in correct 
 sentences. Before reproducing it in a written exercise, it should be given oral- 
 ly ; and it would be well to be sure that the pupils can spell the words correctly 
 
PART II.] NATURAL HISTORY AND LANGUAGE. 21 
 
 before they write the story. Attention should be called, in the oral exercises, to 
 the division into sentences. It is much easier to train the ear to this division 
 than to give any definite rules. 
 
 LESSON II. 
 
 THE FAMILY HOMESTEAD. 
 
 1. In the picture is a barrel turned over on its side. 
 2. One head has been taken out, and slats nailed over the 
 opening. 3. Pieces of wood have been put under its sides 
 to keep it from rolling, and under each end to keep it from 
 tipping. 4. It now stands firm, and makes a very good 
 hen-coop. 5. It is a good home for the old hen and her 
 ten children. 6. The old hen and her chickens are now 
 outside the coop. 7. The chickens are small, and can go 
 between the slats ; but the old hen cannot go between them. 
 8. The middle slat is not nailed to the barrel, but is sharp- 
 ened at one end and pushed down into the ground. 9. The 
 upper end is above the barrel, and is whittled off, as if 
 for a handle. 10. The little girl, whose name is Margaret, 
 has two of the chickens in her arms. 11. She is the daugh- 
 ter of the owner of the poultry-yard. 12. She calls the old 
 hen Mother Hen-Pen, and one of the chickens that she has 
 in her arms she calls Chicken -Little. 13. The other she 
 calls Biddy. 14. The old hen has ruffled up her feathers, 
 and is walking back and forth before the coop. 15. She is 
 afraid the little girl will hurt her chickens. 16. The little 
 girl has come to shut up the old hen and her chickens in 
 the coop. 
 
22 NATURAL HISTORY AND LANGUAGE. [PART II. 
 
 LESSON III. 
 
 THE LITTLE BOY AND THE ANGRY GEESE. 
 
 1. The little boy is running away, because he is fright- 
 ened. 2. The birds that are running after him are geese. 
 3. I know they are not ducks, because they are larger than 
 ducks, and have longer necks. 4. If the geese should come 
 up with him, they would not hurt him. 5. They have no 
 teeth. 6. They have nails on the ends of their toes, but 
 they have no claws like the cat's claws. 7. Geese can strike 
 pretty hard blows with their wings, but they are timid 
 birds. 8. The geese are making a hissing noise at the little 
 boy. 9. The little boy's hat has come off, because he is 
 running so fast. 10. If he should turn round and run after 
 the geese, they would run away. 11. But he is afraid of 
 the geese, and does not dare to run after them. 12. They 
 will run after him as long as they think he is afraid. 
 
 LESSON IV. 
 
 THE MOTHER AND CHILDREN. 
 
 1. Old Mother Hen-Pen is a good scratcher, and takes 
 good care of her children. 2. Of course she works hard. 
 3. Any mother must work hard to feed and bring up ten 
 children. 4. Every one of her chickens has a good appe- 
 tite, but she seems to know just where to go to find plenty 
 of worms. 5. She does not scratch in dry dirt. 6. She 
 knows better than that. 7. She always finds some damp 
 
PAKT II.] NATURAL HISTORY AND LANGUAGE. 23 
 
 ground. 8. She knows that the worms there will be large 
 and lively. 9. In the picture she is giving her chickens a 
 lesson in dirt-scratching and worm-digging. 10. The old 
 hen knows very well that by -and -by her children must 
 scratch dirt for themselves. 11. Two of the chickens have 
 pulled out of the ground a long and fat worm. 12. The old 
 hen has taken hold of one end of the worm. 13. She is 
 telling them, I suppose, not to jerk the worm, but to pull 
 steadily. 14. The old hen knows very well that it is the 
 long pull and the steady pull that gets out the most worms 
 in this world. 
 
 LESSON Y. 
 
 THE GRASSHOPPER. 
 
 1. While old Mother Hen-Pen was busy digging angle 
 worms, Chicken-Little saw a large grasshopper, and started 
 to run after it. 2. When the grasshopper saw Chicken- 
 Little coming, he flew up into the air. 3. Chicken-Little 
 had often seen his mother catch grasshoppers, so he felt 
 sure he could catch this one without any help. 4. He was 
 becoming a little proud, you see. 5. He thought how nice 
 it would seem to catch a large grasshopper, and bring it 
 home and show it in the poultry-yard. 6. So Chicken-Lit- 
 tle made his little feet fly in trying to keep up with the 
 grasshopper. 7. The end of it was, the grasshopper flew 
 into a currant-bush and hid. 8. Chicken - Little heard a 
 noise that sounded like " Chicker-ee-ee-ee." 9. He thought 
 
 the grasshopper said " Chicken." 10. It made him very 
 
 B 
 
24 NATURAL HISTORY AND LANGUAGE. [PART H. 
 
 angry, because lie felt that he was no longer a chicken. 
 11. He had begun to part the feathers on the top of his 
 head in the middle. 12. He made up his mind to punish 
 the grasshopper. 13. While running about to find him, 
 his feet were all at once pulled from under him. 
 
 LESSON VI. 
 
 CHICKEN-LITTLE'S MISHAP. 
 
 1. The picture shows that Chicken - Little is in great 
 trouble. 2. His leg is caught by a thread. 3. His mouth 
 is wide open, and he is peeping loudly. 4. He is pulling 
 very hard, and trying to break the string. 5. Two or three 
 hens are standing by, and their mouths are wide open. 
 6. They are cackling with all their might ; but whoever 
 knew a string to be broken by cackling? 7. Other hens 
 are running this way and that, and doing everything except 
 the right thing. 8. The old rooster is standing on a hen- 
 coop, and is not at all excited. 9. One hen went up to him, 
 and asked him if he could not help the chicken. 10. He 
 said they might all get hold of the chicken and pull, and 
 something would have to give way. 11. The picture shows 
 an old hen rushing along with outspread wings, and nine 
 chickens running after her as fast as they can. 12. The 
 old hen is Mother Hen -Pen, running to take care of her 
 child. 13. She did not stop and cackle, but put her big 
 foot on the thread and broke it, like a sensible hen. 
 14. Then the old hen clucked sharply to Chicken - Little. 
 
PART II.] NATURAL HISTORY AND LANGUAGE. 25 
 
 15. He limped along close to his mother, and she walked 
 away very fast, as though something was going to happen 
 by-and-by. 
 
 LESSON VII. 
 
 FAMILY TROUBLES. 
 THE BILL TEST. 
 
 1. The owner of the poultry-yard wanted some ducks; 
 so he put some duck's eggs under an old hen, for her to 
 hatch. 2. Some days after she had hatched the eggs, she 
 began to feel that something was wrong about her chick- 
 ens. 3. The old hen found that when she went by a pud- 
 dle of water, her chickens would jump into it, and seem 
 very much pleased. 4. She brought the whole ten to the 
 rooster, and asked him to see whether they were ducks or 
 chickens. 5. The old hen told the rooster that she was not 
 going to worry and cluck herself hoarse over other folks' 
 children — not if she knew herself, and she thought she did. 
 6. It was only the other day, she said, that she found them 
 eating polliwigs in a mud-puddle ! 7. The rooster told her 
 it was best to be calm about it. 8. " You are excited," he 
 said ; " you meant to say tadpoles, not polliwigs" 9. He 
 called one of the little fellows to him, and told him to open 
 his mouth. 10. In the picture, the little duck has his mouth 
 open, and the rooster is looking very carefully at the bill. 
 11. A number of hens are standing round to hear what the 
 rooster will say. 12. He was very much puzzled, and said 
 that he was not sure. 13. " Their bills, I think, look very 
 
26 NATURAL HISTORY AND LANGUAGE. [PART II. 
 
 much like the small clam-shells that we see on the sea- 
 shore. 14. If they are a new kind of chickens, they ought 
 to be called Clam-Bills." 
 
 LESSON Yin. 
 
 THE WATER TEST. 
 
 1. The hens were not satisfied ; they felt sure there was 
 some way of telling whether the little things were ducks 
 or chickens. 2. They told the rooster that the mother felt 
 very badly about it, and that something ought to be done. 
 
 3. The rooster said he would do all he could, but he thought 
 the best way would be to kill the whole lot, and begin again. 
 
 4. One hen tossed her head, and said to another, " Isn't that 
 just like a rooster? 5. Suppose the little things should 
 turn out to be chickens after all, how would the mother 
 feel after they were dead ?" 6. They sighed, looked at the 
 rooster, and then looked at each other. 7. "Heigh-ho !" 
 said the rooster, " things are not as they used to be when I 
 was young. 8. Then a rooster was a rooster, a hen was a 
 hen, and chickens did not have bills like a shovel ! 9. Then 
 a rooster had a tail" — and he looked behind at the two 
 long feathers in his own tail. 10. One hen thought it 
 would be a good plan to take the little fellows out to a 
 water-pan in the yard. 11. " Then," said she, "we can look 
 at their feet, and if we find the toes joined together, and 
 the young things want to get into the water, that will set- 
 tle it." 12. In the picture, the whole company have come 
 to the pan of water. 13. The rooster made one of the 
 
PART II.] NATURAL HISTORY AND LANGUAGE. 27 
 
 good-natured little fellows turn over on his back and put 
 up his feet ; they were webbed. 14. The others jumped 
 into the water. 15. " I told you so," said the hen ; " that 
 proves it ; they are ducks." 
 
 LESSON IX. 
 
 THE WADDLE TEST. 
 
 1. Most of the hens thought it had been proved that the 
 little fellows were ducks. 2. Old Mother Kedarcut said she 
 knew a great deal about chickens, because she had none of 
 her own, and spent all her time in telling mothers how to 
 manage their chickens. 3. She said the true way to tell a 
 duck from a chicken was to see if it waddled when it 
 walked. 4. None of the hens thought the old hen knew 
 much, but they were willing to please her. 5. She drew a 
 long, straight line across the poultry-yard with the middle 
 claw of one of her feet. 6. Then she put old Mother 
 Feather -Top at one end of the line, and another hen at 
 the middle, and was to* take her own place at the other end. 
 7. Mother Kedarcut then took the ten little ducks, and ten 
 chickens of the same age as the ducks, and put them in a 
 bunch near Mother Feather-Top. 8. Mother Feather-Top 
 was to make them pass along the line, one by one, with 
 the middle toe on the line, until they came to the middle 
 hen, and she was to call out, "Which!" 9. Then Mother 
 Kedarcut was to answer duck or chicken, just as she thought 
 by the waddle. 10. The old hen then put herself at her 
 
28 NATURAL HISTORY AND LANGUAGE. [PART II. 
 
 own end of the line, and everything was ready. 11. She 
 called out to Mother Feather-Top, " You can say chicken 
 with every one, and try to put me out all you can ; I am 
 sure to be right every time." 12. The end of it was, the 
 old hen called out duck nineteen times, and chicken only 
 once ; and ended by saying, " I told you so ; they are all 
 chickens." 
 
 LESSON X. 
 
 CHICKEN-LITTLE PUTS IN AN APPEARANCE. 
 
 1. She felt that she had made a great discovery. 2. Then 
 she began to flap her wings, and acted as though she was 
 going to crow. 3. One of the young roosters called out, 
 "Hear !" 4. By this time, Mother Kedarcut's head was very 
 much muddled. 5. She began to run up and down the line, 
 calling out which, duck, chicken, just as it happened ; no 
 matter whether she was at the ends or at the middle. 
 
 6. After awhile she squatted down at the middle of the line, 
 and began to say which, which, which, as fast as she could. 
 
 7. When written, the words would look like this : WHICH, 
 WHICH, WHICH, which, which, which, which, and end in a 
 whisper. 8. The poor old hen was crazy all through. 
 
 9. At last she turned over on her side, stretched out her 
 neck, drew in her legs, doubled up her toes, and was gone ! 
 
 10. Her plan of telling ducks from chickens, by their 
 waddling when they walked, had been too much for her. 
 
 11. The other hens had long ago left her, and gone to their 
 work. 12. They are scattered here and there over the poul- 
 
PART II.] NATURAL HISTORY AND LANGUAGE. 29 
 
 try-yard, and are very busy. 13. Chicken-Little is on the 
 top of a hen-coop. 14. He is older and larger than he was 
 when his leg was entangled in the thread, but I do not 
 think he is any wiser. 15. As he grows large, he grows 
 proud. 16. He begins to be ashamed of keeping close to 
 his mother all the time. 17. He tries to take long steps, 
 like the rooster, and to hold his head up high and look im- 
 portant. 18. He likes to hear the rooster crow, and tries to 
 crow himself. 
 
 LESSON XL 
 
 THE DANGER AND THE RESCUE. 
 
 1. After Chicken-Little got upon the hen-coop, he thought 
 he would practise a little at crowing. 2. He stretched out 
 his neck, just as he had seen the rooster do, napped his 
 little wings, and made a queer little noise. 3. It did not 
 sound much like crowing. 4. It seemed very loud, though, 
 to Chicken-Little. 5. Then he jumped down, and went to 
 a heap of straw and dried eel-grass, in a corner of the yard. 
 6. He scratched away awhile at the pile, and found a few 
 worms and seeds, which he ate. 7. He took hold of a long 
 piece of eel -grass, and tried to swallow it. 8. Eel-grass 
 grows in long, narrow strips. 9. He did not see that the 
 strip was double, and that there was a loop at the end. 
 10. He had it almost down, when the loop slipped below 
 the underside of his bill, and he could not get the eel- 
 grass up or down. 11. Finding he was choking, he ran out 
 into the yard. 12. The hens all ran up to help him, among 
 
30 NATURAL HISTORY AND LANGUAGE. [PART II. 
 
 the rest his mother. 13. She saw what the trouble was, 
 and took hold of the loop with her bill, and pulled out 
 the eel-grass. 14. Chicken-Little was now all right again. 
 15. His mother looked at him sternly for a moment, and 
 then punished him. 16. She gave him seven or eight hard 
 pecks on the top of his head. 17. His mother did right. 
 18. In the picture Chicken-Little has his head down, and is 
 looking very meek. 19. The tears are rolling down his 
 cheeks. 20. One of the hens had heard him try to crow, 
 and said she thought he would have to tarry somewhere 
 until his feathers were grown. 21. He felt too sorry to be 
 angry at the insult. 22. To be punished by his mother, 
 and laughed at by an old hen, it was too much. 
 
 LESSON XII. 
 
 SOMETHING VERY STRANGE. 
 
 1. All this time Mother Kedarcut has been lying with 
 her claws curled up. 2. Somebody ran and told the poul- 
 try that the old hen was dead. 3. They all came up and 
 stood round her, looking very sorry. 4. u She has the pip," 
 said one. 5. " She has the blind staggers" said another. 
 6. " The poor old hen studied the waddle question too 
 hard, and is dead," said a third. 7. In this picture one leg 
 is stretched out, and the claws on that leg are straight. 
 8. While the hens were looking at her, the little ducks 
 came near, and began to poke round the old hen. 9. They 
 all thought she was dead ; when — all at once — out went 
 
PART II.] NATURAL HISTORY AND LANGUAGE. 31 
 
 one foot, and over went a duck. 10. Then out went the 
 other, and over went another duck. 11. Then she began 
 to kick so fast that you could hardly see her feet ; they 
 fairly seemed to fly. 12. "Why," said the rooster, "the 
 dead hen is kicking!" 13. Pretty soon the old hen sat 
 up, and a strange, buzzing, clicking sound was heard. 
 14. Shortly there came out of her mouth these words: 
 which, WHICH, WHICH, WHICH, WHICH, WHICH, first in a 
 whisper, and then very loud. 15. " We have seen strange 
 things to-day," said the rooster, looking sternly at the hens. 
 16. "We know now what happens to an old hen, that has 
 no chickens of her own, when she meddles with other hens' 
 chickens !" 
 
 LESSON XIII. 
 
 THE GREAT SHIPWRECK ON THE DUCK-POND. 
 
 1. One unruly chicken can make a great deal of trouble 
 in a poultry-yard ; and two of this kind in the same brood 
 can make four times as much trouble as one. 2. In the 
 picture, two chickens are on a board near one side of the 
 pond. 3. The wind is howling and the waves are roaring. 
 
 4. The chickens are wrecked, and are in great danger. 
 
 5. The trouble came about in this way. 6. Old Mother 
 
 Hen -Pen and her ten children came near the pond after 
 
 food. 7. One end of a board rested on the shore of the 
 
 pond, and the other end was floating on the water. 8. Miss 
 
 Biddy saw a kernel of corn lying on the board, and ran 
 
 out to get it. 9. The kernel was large, and Biddy's mouth 
 
 B2 
 
32 NATURAL HISTORY AND LANGUAGE. [PART II. 
 
 was small. 10. While she was trying to swallow the corn, 
 Chicken-Little saw her, and ran up to get the kernel away 
 from Biddy. 11. They ran first to one side of the board, 
 and then to the other. 12. The shore-end of the board was 
 loosened, and it slid into the water. 13. The chickens are 
 now on the raging waters of the duck-pond. 14. The old 
 hen has seen their danger, and is rushing with outspread 
 wings away from the pond. 15. She is after help to save 
 her children from drowning. 16. She thought she would 
 go to the rooster first. 
 
 LESSON XIY. 
 
 COME AND HELP! 
 
 1. In the picture the old hen is talking to the rooster. 
 2. All the hens and chickens have come together to hear 
 Mother Hen-Pen tell her story. 3. When she came near 
 the rooster, he was standing on a hen-coop, crowing very 
 busily, — but he politely stopped to hear what the old hen 
 had to say. 4. She screamed out that her children were 
 drowning, — and asked him if he had the heart not to help 
 save her dear children from a watery grave at the bottom 
 of the pond. 5. The rooster looked lazily toward the pond, 
 and said that most likely if they were drowned they would 
 float. 6. He saw no cause for alarm. 7. He had no doubt, 
 he said, that everything would come out right, and that the 
 wind would drive the corpses ashore. 8. All the hens 
 called out, " Shame !" and one little hen said, " They are all 
 alike. 9. Put spurs on a bird's legs, and two long feathers 
 
PART II.] NATURAL HISTORY AND LANGUAGE. 33 
 
 in his tail, and that is what you get ! 10. He can crow 
 and look big, but who ever heard of a rooster that cared 
 for the chickens? 11. I wish I weighed ten pounds." 
 12. All the hens looked as if they were going to hustle him 
 and peck him. 13. If they had, he would have been hen- 
 pecked all over. 14. The rooster smiled loftily at the little 
 hen, and said that he would think the matter over, and see 
 what was best to be done. 15. By this time the old gander, 
 the old gobbler, and all the rest of the poultry had come 
 near to hear what was going on. 
 
 LESSON XV. 
 
 THEY FORM A PLAN. 
 
 1. In this picture, the old gobbler, the old gander, and all 
 the rest of the poultry are going toward the pond. 2. Old 
 Mother Hen-Pen is leading the way. 3. She is very much 
 excited, and all her feathers are ruffled up. 4. They are 
 walking in single file. 5. Next behind the old hen is the 
 old gobbler and the duck, then the old gander. 6. The 
 rooster is behind them. 7. Behind the rooster are the 
 hens and chickens. 8. The wrecked chickens will be saved ! 
 9. A little while ago all was confusion, and everybody want- 
 ed somebody to do something. 10. Now they have a plan ! 
 
 11. The old gobbler, the old gander, and the duck, have a 
 plan apiece, and they are going to save the chickens. 
 
 12. The old gobbler has long legs, and can wade in very 
 deep water. 13. The old gander and the duck are old sail- 
 
34 NATURAL HISTORY AND LANGUAGE. [PART II. 
 
 ors, and of course know how to save people from drowning. 
 14. On the way down to the water, one young hen said to 
 another, " See that old turkey ; his feet look like three-tined 
 hay-forks!" 15. "Yes," said the other, "and look at the red 
 legs of that old gander ! 16. His feet look like soup-ladles !" 
 17. Then both those little hens looked at their own delicate 
 feet, and then they looked at each other. 18. That is al- 
 ways the way. 19. When birds have great plans in their 
 heads, great duties to perform, and great feet, they must 
 expect some such talk. 20. Will delicate feet save chickens 
 from drowning ? 
 
 LESSON XYI. 
 
 THE TRIAL OF THE PLANS. 
 
 1. The wrecked chickens are now near the middle of the 
 pond. 2. The wind is still howling, and the waves are 
 roaring. 3. One great wave has just rolled up on the 
 board, and has wet the bottoms of the chickens' feet. 
 4. That shows how great the danger is. 5. The old gander, 
 the old gobbler, and the duck are standing on the shore, 
 very near the water. 6. If the chickens were going to 
 Europe, or some other far-off place, it looks as if the poul- 
 try might have come down to see them off. 7. Now some 
 one will say, "Nonsense! you cannot go to Europe over a 
 duck-pond." 8. Such a person does not understand things. 
 
 9. You can go to Europe easily enough over a pond. 
 
 10. One way is to make the pond larger. 11. The other 
 way is to bring Europe nearer the pond. 12. The old gan- 
 
PART II.] NATURAL HISTORY AND LANGUAGE. 35 
 
 der tried his plan to save the chickens. 13. He screamed 
 out, " Spread — your — wings — and — fly — to — the — shore!" 
 14. You see he is standing on one foot, and the other is 
 pushed forward. 15. The wind is blowing very hard. 
 16. He thought he would make a kind of trumpet of his 
 foot, and let his voice go through that. 17. He wanted to 
 be sure of making the chickens hear, but his leg was not 
 long enough to reach his mouth. 18. The chickens did 
 not flap their wings and rise up from the water, as he 
 thought they would. 
 
 LESSOR XVII. 
 
 STICK TO THE BOARD. 
 
 1. Of course the trouble was, they did not hear. 2. The 
 wind was blowing very strong, and the gander's speaking- 
 trumpet would not work. 3. Then the old gobbler tried 
 his plan. 4. "Jump — off — from — the — ship — and — wade 
 — to — the — shore!" 5. His voice was very hoarse, and 
 sounded like water running out from a jug when you turn 
 it bottom side up. 6. He thought this must be the way 
 sea-captains talk in a storm ; but the chickens did not jump. 
 7. Then the duck tried his plan. 8. " Dive — into — the — 
 water — and — swim — for — the — land!" but the chickens 
 did not dive and swim. 9. The old hen was half crazy. 
 
 10. She knew that such plans could not save her children 
 from a watery grave, because they had no wings to fly 
 with, their legs were very short, and they could not swim. 
 
 11. So the sensible old hen shouted at the top of her voice, 
 
36 NATURAL HISTORY AND LANGUAGE. [PART II. 
 
 " Stick to the board ! if you jump off, I will—" 12. The 
 rest that she said could not be heard, for the wind blew 
 very hard just then. 13. At this moment the ship struck 
 with a loud crash upon the rocks on the shore. 14. The 
 chickens were almost thrown from their feet by the shock. 
 15. Every timber in the vessel trembled. 16. In the pict- 
 ure the old gobbler, the gander, and the duck are looking 
 at the old hen. 17. They feel disgusted with her, because 
 she has spoiled their plans. 18. " The chickens could have 
 been saved easily enough," grumbled the old gobbler, "if 
 it had not been for that fussy old hen." 
 
 LESSON XYIII. 
 
 THE ESCAPE FROM THE WATERS. 
 
 1. The chickens have landed from the wreck, but they 
 are not in Europe. 2. The ship was not much hurt by 
 striking upon the rocks, and — I declare, the little 
 wretches are fighting again ! 3. They have lowered their 
 heads and ruffled up the feathers on their necks, and are 
 fighting, I suppose, because they love to fight. 4. I am 
 glad to say that the kernel of corn lies in the mud at the 
 bottom of the pond, so they cannot fight any more about 
 that. 5. They dropped it on the way across the pond. 
 6. The old hen is rushing with outspread wings along the 
 shore toward the two chickens. 7. Now, some one will 
 say, " Why did not the man that made the picture show us 
 what the old hen did when she came up to her chickens?" 
 
PART II.] NATURAL HISTORY AND LANGUAGE. 37 
 
 8. Of course she kissed them. 9. They have been saved 
 from a watery grave, you know. 10. Perhaps the man that 
 made the picture was afraid to show the old hen kissing 
 her chickens. 11. Perhaps he knew that she would kiss 
 them with a very loud smack, that might wake up the 
 owner of the poultry-yard, if he was taking a nap. 12. At 
 any rate, he has put the hen where she is, and all chickens 
 can learn three lessons from this story. 13. The first lesson 
 is, do not quarrel about a kernel of corn. 14. The second 
 is, do not quarrel near the water. 15. The third is, do not 
 go near the water, if you cannot fly, or swim, or wade. 
 
 LESSON XIX. 
 
 THE MEMBERS OF THE FAMILY. 
 
 1. Here is the whole family. 2. The father is sitting on 
 the piazza, reading. 3. He is the owner of the poultry-yard. 
 4. The mother is sitting near him, sewing. 5. Bose, the 
 dog, is sitting on his haunches. 6. He belongs to John. 
 
 7. John is the oldest of the children, and is talking to Bose. 
 
 8. Margaret is the oldest daughter. 9. James, the other 
 son, is younger than Margaret. 10. Bessie is the youngest 
 of the family. 11. You may know James in a picture, 
 because he always has his hands behind his back. 12. Tom, 
 the cat, is lying near the feet of the mother. 13. He be- 
 longs to Bessie. 14. She is trying to get Tom out to have 
 a romp upon the grass. 15. She is about to roll a ball, 
 and has called Tom to run after it. 16. Tom has opened 
 
38 NATURAL HISTORY AND LANGUAGE. [PART II. 
 
 one eye, but does not wish to move. 17. His kitten days 
 are nearly over* 18. Margaret has brought old Mother 
 Hen -Pen and her ten chickens upon the lawn in front 
 of the house, to show them to her father and mother. 
 19. Chicken-Little and Miss Biddy are standing near each 
 other. 20. They are older than they were when they were 
 wrecked on the dark waters of the duck-pond, and it is to 
 be hoped that they are wiser. 21. The other chickens of 
 Mother Hen-Pen's family have no names, and perhaps that 
 is the best part of them. 22. James has no pets. 23. He 
 keeps near his mother. 2-1. We shall hear more of all the 
 family by-and-by. 
 
 LESSON XX. 
 
 PIN-FEATHERS. 
 
 1. In the picture is a toad. 2. A number of chickens 
 are standing round it. 3. They are of all sizes and ages. 
 4. None of them have ever seen a toad. 5. The younger 
 chickens seem to think that it is a new kind of bird, but 
 none of them have ever seen a bird with four legs. 6. A 
 fly lighted on a stick near the toad. 7. The toad's tongue 
 darted out, and the fly was no longer on the stick. 8. One 
 of the chickens looked as though he thought a piece of 
 lightning had come out of the toad's mouth, and had struck 
 the fly. 9. "Oh, my!" said another, "did you see that 
 mouth?" 10. When the toad swallowed the fly, he shut his 
 eyes. 11. All the chickens shut their eyes and swallowed 
 too. 12. The fly seemed to tickle the toad's throat as it 
 
PART II.] NATURAL HISTORY AND LANGUAGE. . 39 
 
 went down, and he put up one of his fore paws and rub- 
 bed his stomach. 13. Every one of the chickens put up a 
 foot apiece and rubbed his throat. 14. An old hen saw the 
 chickens going through these strange antics. 15. She came 
 striding through the ring, and her big feet came down on 
 the backs of all the chickens that did not get out of the 
 way. 
 
 LESSOR XXI. 
 
 WICKED DICK. 
 
 1. After the old hen had got inside of the ring, she low- 
 ered her head and looked at the toad with one eye. 2. The 
 toad wanted to jump. 3. So he gave a leap. 4. At that 
 moment the hen raised her head a little, and the toad struck 
 against it and tumbled over on his back. 5. The old hen 
 looked at him curiously for an instant, then she spread her 
 wings and napped them. 6. " Go away, children," she 
 called out, " it is nothing but a toad !" 7. The chickens 
 scattered. 8. The picture shows the toad lying on his back, 
 with his feet wriggling in the air. 9. The old hen is flap- 
 ping her wings, and the chickens are running in all direc- 
 tions. 10. One of the chickens in the picture is standing 
 apart from the rest. 11. He has his mouth open, one leg 
 is pushed out behind, and the wing on that side is stretched 
 out with the leg. 12. He is gaping, and saying, " Ho, hum !" 
 13. That is his way of saying that he does not care any- 
 thing about the toad. 14. I am sorry to say that he is the 
 worst chicken in the poultry-yard. 15. The children call 
 
40 NATURAL HISTORY AND LANGUAGE. [PART II. 
 
 him Wicked Dick. 16. He does not care about anything 
 that is good. 17. He has come to the pin-feather age, and 
 the pin-feather age for chickens may be the best age or the 
 worst age. 
 
 LESSON XXII. 
 
 THE PERSEVERING HEN. 
 
 1. The pin-feather age is the age when, if the chicken is 
 going to be good, the goodness shows itself at the time the 
 feathers begin to come out. 2. If he is going to be bad, 
 the evil seems to come out with the feathers. 3. There is 
 no doubt about it, Dick is a very ill-looking bird. 4. He 
 is a rowdy. 5. If chickens wore hats, Wicked Dick would 
 wear his on one side of his head. 6. As it is, his comb lops 
 over on one side. 7. If there is any fighting going on, 
 Wicked Dick is sure to run and see it. 8. The fellow is on 
 the road to ruin. 9. A very curious thing happened when 
 he was young. 10. John had a hen that wanted to sit on 
 some eggs. 11. He took away the eggs, but that did no 
 good. 12. The old hen stuck to her nest. 13. John piled 
 some bricks, one above the other, about a foot high above 
 the nest, but left a hole between the rows of bricks. 
 14. The old hen was not to be beaten in that way. 15. She 
 climbed the pile and ■ sat on the hole. 16. The picture 
 shows the hen on her nest of bricks. IT. After awhile 
 another hen hatched a brood of chickens, and John's hen 
 went to the new brood and began to cluck. 18. The 
 mother hen drove her away a number of times, but she 
 
PART II.] NATURAL HISTORY AND LANGUAGE. 41 
 
 came back every time and kept on with her clucking. 
 19. Wicked Dick was not very bright, and went sometimes 
 with one hen, and sometimes with the other. 
 
 LESSON XXIII. 
 
 A PORTRAIT. 
 
 1. Of course in this way he got no training, poor fellow. 
 
 2. He did not know which of the hens was his mother. 
 
 3. He did not even know whether he had any mother. 
 
 4. By-and-by neither of the hens would own him. 5. He 
 grew worse and worse. 6. He is a great loafer in the poul- 
 try-yard, and does all manner of evil things. 7. He evi- 
 dently belongs to the Shanghai family, and nobody thinks 
 well of them. 8. Here is a large picture of Wicked Dick 
 running away from something or somebody. 9. The man 
 that made it wanted to show how Dick looked when he 
 had been doing something mean. 10. He looks as though 
 he had been stealing, and was afraid that somebody was 
 after him. 11. You can see what a wild eye he has. 
 12. His feathers do not lie down smooth. 13. They stick 
 out all over him. 14. Dick has never been known to take 
 a sand-bath. 15. Anybody can see that he has never 
 prinked his feathers. 16. He is always very dirty. IT. If 
 chickens ever did any such things, he would have had a 
 clay pipe in his mouth long ago, and would have chewed 
 tobacco. 18. Here is one of his mean tricks. 19. Very 
 
42 NATURAL HISTORY AND LANGUAGE. [PART II. 
 
 often he will stand behind a hen-coop, and when a chicken 
 smaller than himself goes by, he will run out and peck him. 
 
 LESSON XXIY. 
 
 HE GOES DOWN INTO THE DARK WATERS OF THE DUCK-POND. 
 
 1. Dick's legs are very long, and he seems to be proud of 
 them. 2. Perhaps it is because they help him run away 
 very fast after he has done a mean trick. 3. John says if 
 chickens wore trousers, Dick would have his made very 
 small in the leg, and very wide at the bottom. 4. One day 
 the old gander was standing on the shore of the duck-pond, 
 with his head stretched out over the water, screaming very 
 loudly. 5. Down went Dick to the shore, and stretched 
 out his neck just as he had seen the gander do. 6. Then 
 he made a very strange noise indeed. 7. I suppose he 
 meant to crow. 8. When the old gander heard this noise, 
 he turned savagely upon Dick. 9. Dick looked up to the 
 gander as though asking him if he did not think that was 
 pretty good crowing for a young rooster. 10. The gander 
 said nothing, but took Dick by the nape of the, neck and 
 put him under the dark waters of the duck-pond. 11. The 
 water is not dark because it is deep. 12. Dick struggled, 
 but it was of no use, down he went. 13. After awhile he 
 came up choking badly, and scrambled out upon the shore, 
 looking like a fowl that had been rained on by very 
 black water. 14. The picture shows Dick in the gander's 
 mouth, just before he explored the waters of the pond. 
 
PART II.] NATURAL HISTORY AND LANGUAGE. 43 
 
 15. All chickens can learn two lessons from this storj. 
 
 16. The first is, always have a mother. 17. The second is, 
 do not be a Shanghai chicken. 
 
 LESSON XXY. 
 
 THE STORY OF THE BLUE MOUNTAINS. 
 
 1. The large picture on page 51 shows the country around 
 the poultry-yard. 2. On the left is the house where the 
 owner of the yard lives. 3. Far away there are some high 
 hills. 4. They are called the Blue Mountains by people 
 who live near the yard. 5. Among the rocks at the foot of 
 these mountains a sly old fox has his hole. 6. On the right 
 of the yard is a field partly covered with trees. 7. In this 
 field is a small hill which the picture does not show. 8. In 
 the small picture on page 52 a half-grown chicken is stand- 
 ing on the top of this hill, looking at the mountains in the 
 distance. 9. The chicken's name is Biddy. 10. She is the 
 sister of Chicken-Little, and the daughter of old Mother 
 Hen-Pen. 11. Not far away is a fox creeping slyly towards 
 the chicken. 12. He has been out all night, and is on his 
 way to his home. 13. It is the fox that lives up in the 
 Blue Mountains. 14. He saw Miss Biddy standing on the 
 little hill, and made up his mind to have her for his break- 
 fast. 15. Bose, the dog, is running with all his might after 
 the fox. 16. The fox is thinking so much about the chick- 
 en that he does not see Bose. 17. The picture is not large 
 enough to show Bose as he ran the race. 
 
44 NATURAL HISTORY AND LANGUAGE. [PART II. 
 
 LESSON XXYI. 
 
 LONGINGS. 
 
 1. All that you see in this picture took place about the 
 time Chicken-Little was trying so hard to learn to crow. 
 2. Miss Biddy, like Chicken-Little, is tired of running round 
 after her mother. 3. She feels able to take care of herself. 
 4. She dresses in white with blue spots. 5. The feathers 
 on her neck hang down very prettily, and look like rib- 
 bons. 6. The feathers on, her forehead she wears hanged. 
 7. Many times a day lately she has looked through a knot- 
 hole in the poultry -yard fence, and thought how happy 
 she should be if she could reach the Blue Mountains over 
 yonder. 8. There, she thinks, the bugs have golden wings, 
 the worms are long and fat, the seeds are large and luscious. 
 9. In the poultry-yard it is nothing but scratch, scratch, and 
 work, work, all day long, and, after all, one can get only a 
 living. 10. In the Blue Mountains she will only have to 
 open her mouth, and the grasshoppers will come flying in, 
 and will ask to be eaten. 11. This morning some one left 
 a little wicket-gate open on the side of the yard fence, and 
 out went Biddy. 
 
 LESSON XXVII. 
 
 " NOW I AM FREE !" 
 
 1. Out went Biddy into the wide, wide world. 2. " Now 
 I am free !" she said to herself. 3. She sauntered along the 
 side of the fence until she came to the knot-hole. 4. Here 
 
PART II.] NATURAL HISTORY AND LANGUAGE. 45 
 
 she stopped a moment to take a last look at the dirty old 
 poultry-yard. 5. In the picture she is looking through the 
 hole with one eye. 6. She saw her mother busy about her- 
 domestic duties as usual. 7. Old Mother Hen -Pen was 
 scratching away at a pile of straw and dirt. 8. Evidently 
 the old hen had made up her mind to get out every bug, 
 worm, and seed in the pile that very day. 9. The family 
 must be fed. 10. First, out went the right foot, and the 
 dirt flew. 11. Then out went the left foot, and the dirt 
 flew again. 12. The red comb on her head swayed from 
 side to side, keeping time with her feet. 13. "Ah," said 
 Miss Biddy, " my mother always was a drudge ! 14. She 
 has never been to the Blue Mountains I" 15. Then she 
 sauntered on till she reached the little hill. 16. Here the 
 Blue Mountains seemed as far off as ever. 17. This is al- 
 ways the way with young chickens. 18. When they can 
 get something very easily, they do not want it. 19. When 
 it is very far away, they want it very much. 20. It seemed 
 to Biddy that the grasshoppers that she had found on her 
 way to the hill were larger and fatter than any she had 
 seen her mother catch. 21. She napped her little wings 
 for joy to think that she was going to the Blue Mountains. 
 
 LESSOR XXVIII. 
 
 HOW THE RACE BEGAN. 
 
 1. This was the way Bose began his race after the fox. 
 2. After breakfast he went out into the poultry-yard to lie 
 
^B 
 
 46 NATURAL HISTORY AND LANGUAGE. [PART II. 
 
 down in the sunshine and take a nap. 3. He often did 
 this. 4. Every one in the yard liked Bose, except the old 
 gander and the old gobbler. 5. Very often, when Bose is 
 going along quietly through the yard, the old gander 
 stretches out his long neck and hisses at him. 6. If Bose 
 stops, the gander will turn round and waddle away as fast 
 as his red legs will carry him. 7. The hens like Bose, 
 because he keeps strange cats away from the chickens. 
 
 8. The chickens feel so friendly to Bose that they often 
 climb up on his back or on his side when he is asleep. 
 
 9. Bose likes to have the chickens about him, because they 
 keep off the flies. 10. In the picture Bose is lying down 
 with his forepaws stretched out, and his head resting on 
 them. 11. Quite a number of little chickens are running 
 about him. 12. One is on his back, and is stretching out 
 his wings. 13. Bose is only half asleep. 14. One eye is 
 partly open. 15. He happened to look through the wicket- 
 gate and caught a glimpse of the fox. 16. In an instant 
 up jumped Bose, and ran pell-mell through the gate. 
 
 LESSON XXIX. 
 
 WHAT HAPPENED IN THE POULTRY- YARD. 
 
 1. The first leap Bose made he knocked over the old gob- 
 bler, and left him with his feet in the air. 2. The old gan- 
 der was, as usual, walking along the shore of the little pond. 
 3. On his way out, Bose hit him and tumbled him headlong 
 into the water. 4. There was great excitement in the poul- 
 
PART II.] NATURAL HISTORY AND LANGUAGE. 47 
 
 try-yard. 5. But Old Mother Hen-Pen scratched away at 
 her pile of dirt. 6. She cared nothing for the old gobbler. 
 7. He was strutting up and down the yard half the time, 
 and showing off his fine feathers. 8. To the old hen's 
 thinking he did very little work, and was all fuss and 
 feathers. 9. So, whether he was on his feet or on his back, 
 she cared little. 10. Old Mother Hen-Pen had not noticed 
 that one of her own children had left the yard. 11. If she 
 had, she would have been very much troubled. 12. Of 
 course she could not spend half her time in counting her 
 chickens. 13. She was too busy for that. 14. The old hen 
 had often seen Biddy at the knot-hole, but she only thought 
 how idle the child was, and had clucked to her to come 
 away. 15. She did not know how full of silly notions the 
 chicken's head was. 16. The picture shows exactly how 
 things looked when Bose left the yard. 
 
 LESSON XXX. 
 
 THE RESULT OF THE CHASE. 
 
 1. Bose ran very fast, and felt sure he should catch the 
 
 fox. 2. Pretty soon the fox saw him and stopped, then 
 
 sprang to his feet and started for his den. 3. The fox did 
 
 not run very fast, because he was not much afraid of Bose. 
 
 4. He had raced with him before, and knew well enough 
 
 how fast Bose could run. 5. He turned his head now and 
 
 then to see how Bose was getting along. 6. Bose worked 
 
 hard, but he did not gain on the fox. 7. He barked and 
 
 C 
 
48 NATURAL HISTORY AND LANGUAGE. [PART II. 
 
 whined, but that did not make his feet go any faster. 
 8. The fact is, Bose is a little conceited. 9. He thought he 
 could run faster than the fox, but there he was mistaken. 
 10. Bose had tried to race with him more than twenty 
 times, and had been beaten every time. 11. It takes an- 
 other kind of dog to catch a fox, but Bose did not know 
 this. 12. Bose could see that inch by inch he was losing 
 ground. 13. It was provoking. 14. The faster he went, 
 the faster the fox went. 15. At last the fgx came to a 
 high stone wall, made a flying leap over it, and never 
 touched the top stone. 16. Bose knew he could not do 
 that, and stopped. 17. He climbed up on the wall to get 
 a last look. 18. The picture shows Bose on the top of the 
 wall taking a look at the fox in the distance. 19. As usual, 
 Bose has lost the race. 
 
 LESSON XXXI. 
 
 BACK TO THE OLD POULTRY-YARD. 
 
 1. Bose trotted slowly toward home. 2. He felt sorry 
 that he had not caught the fox. 3. Pretty soon he came in 
 sight of the hillock. 4. The silly little chicken was still 
 there. 5. As Bose came up, she stuck out her stubby wings 
 and flapped them. 6. She was still full of her notions about 
 running away. 7. Bose soon put an end to all the nonsense 
 about the Blue Mountains. 8. He barked furiously at the 
 chicken. 9. That frightened Miss Biddy, and she ran with 
 all her might for the poultry-yard. 10. The picture shows 
 her half flying and half running. 11. Biddy's mother heard 
 
PART II.] NATURAL HISTORY AND LANGUAGE. 49 
 
 Bose bark, and saw Biddy running. 12. She knew that 
 something had gone wrong. 13. The frightened chicken 
 came rushing through the little wicket-gate, screaming for 
 her mother. 14. She was back to the dirty old yard, and 
 glad enough to be there. 15. So this was the end of all 
 the fine notions about the Blue Mountains. 16. The grass- 
 hoppers might be fat, and the worms might be large and 
 lively in those mountains, but they were not to be for Miss 
 Biddy's eating. 17. As Biddy came near, the old hen look- 
 ed sternly at her child. 18. I do not know what else hap- 
 pened, but they say that the silly chicken's eyes looked 
 redder than usual the next morning. 
 
PAET III. 
 
 LESSON I. 
 
 HOW CHICKEN-LITTLE BECAME A HERO. 
 
 1. Here is another picture of Chicken - Little. 2. Some 
 time has passed since he swallowed the piece of eel-grass. 
 3. Then he was a silly chicken, green and gawky; now he 
 is a large, handsome rooster. 4. He has a very red comb 
 on his head, and on the upper part of his neck he has some 
 very red wattles. 5. Farther down the plumage is green, 
 crimson, and golden in color, and over his tail hang, in a 
 graceful curve, two long, shining feathers. 6. On his legs 
 are two long, curved, and very sharp spurs. 7. There is no 
 doubt about it, he is a very fine-looking bird. 8. Chicken- 
 Little keeps himself very busy. 9. He crows a number of 
 times every night about one or two o'clock, and at daylight 
 he crows again. 10. This morning, before he left his perch, 
 he crowed very loudly. 11. His voice is no longer weak, 
 but has become very loud and clear, and can be heard a 
 long distance. 12. When he crows, all the hens and chick- 
 ens pull their heads out from under their wings, and begin 
 to gape and stretch their legs and wings. 13. One by one 
 they jump down from the roost, and get ready to go to 
 work for the day. 
 
PART III.] NATURAL HISTORY AND LANGUAGE. 51 
 
 LESSON II. 
 
 HIS GENEROSITY. 
 
 1. Chicken-Little has some of his old pride left. 2. He 
 walks more slowly than he used to, and holds his head 
 higher. 3. He is very generous. 4. When he finds a 
 worm, or a tender and juicy insect, he does not eat it him- 
 self. 5. He takes it up in his bill, and puts it down again 
 and again. 6. While doing this he calls softly to some hen, 
 or chicken, to come and get it. 7. When a hen runs up, 
 he drops the worm, and looks happy when he sees her swal- 
 low it. 8. In the picture, he has found a grub, and is mak- 
 ing a polite offer of it to a hen. 9. He is not a quarrelsome 
 bird. 10. When he was younger than he is now, he had 
 some sham battles with his brothers. 11. Chicken-Little 
 and Miss Biddy have sometimes quarrelled a little. 12. We 
 all remember the kernel of corn. 13. But that was long 
 ago. 14. Now, when he sees a couple of chickens fighting, 
 he steps up and looks sternly at them. 15. If they keep on 
 fighting, he gives a peck first at one, and then at the other. 
 16. That soon puts an end to the battle. 
 
 LESSON III. 
 
 DANGER IS NEAR. 
 
 1. In the picture, Chicken-Little is standing in the mid- 
 dle of the yard, with his eye turned up to the sky. 2. It 
 is about nine o'clock of a bright day in summer, and all 
 
52 NATURAL HISTORY AND LANGUAGE. [PART III. 
 
 the poultry are very busy. 3. Some of the hens are tak- 
 ing a sand-bath. 4. One old hen is sitting down on the 
 ground, and two small chickens are standing on her back, 
 while others of the family are busy picking up seeds near 
 her. 5. The big and the little ducks are paddling in the 
 water of the duck-pond. 6. The old gobbler is spreading 
 his handsome feathers, and talking loudly at nothing, while 
 the old gander is waddling about, and nibbling a blade of 
 grass here and there. 7. Both of them seem brave enough 
 to face any enemy. 8. Chicken-Little keeps his eye fixed 
 on some hawks that he sees sailing along in the air. 9. He 
 wants to be sure that they are watching the poultry-yard. 
 10. A hawk can see a very long way, so he often sails very 
 high up in the air. 11. His eyes are so sharp and keen 
 that he can see plainly everything that is going on below. 
 12. Chicken-Little saw that the hawks were making wide 
 circles in the air, and that every time they went round they 
 came nearer and nearer the ground. 13. He could hear 
 more plainly their loud " Kai, kai, kai." 14. He felt sure 
 that they were going to try to catch a chicken, and he gave 
 a loud cry of warning. 
 
 LESSOJST IV. 
 
 THE CRY OF WARNING, AND WHAT CAME OP IT. 
 
 1. The picture shows what happened in the poultry-yard 
 when Chicken - Little's loud cry of warning was heard. 
 2. The little chickens are running to get under their moth- 
 ers' wings. 3. The old hens and the half -grown chickens 
 
PART III.] NATURAL HISTORY AND LANGUAGE. 53 
 
 are rushing along to find a safe place. 4. Hens are tum- 
 bling over chickens, and chickens over hens. 5. The old 
 gobbler ran so fast that he tripped and fell flat. 6. There 
 he lies. 7. All the courage is out of him. 8. His eyes look 
 as if they were coming out of his head. 9. The dreaded 
 hawk is coming. 10. The old gander cannot run fast 
 enough, so he is flying away as fast as he can. 11. You can 
 see his long legs stretched out one way, and his long neck 
 the other. 12. The little ducks are diving to the bottom of 
 the pond. 13. You can see a little webbed foot sticking 
 out here and there above the water. 14. One old duck is 
 making frantic efforts to get down under the water, but it 
 is not deep enough. 15. One leg and part of his body are 
 above the water, and he can go no farther. 16. His head 
 is in the mud now. IT. The other ducks are flying away. 
 
 18. Chicken - Little is the only one that is not afraid. 
 
 19. While every one was running to get out of the way, 
 he kept his eye fixed on the hawks. 20. It is a bold bird 
 that dares to attack a hawk. 
 
 LESSON V. 
 
 THE CAUSE OF THE TROUBLE. 
 
 1. In this picture there are two little chickens that have 
 not heard the warning cry of Chicken-Little. 2. One of 
 them picked up a worm. 3. You can see the worm wrig- 
 gling in his mouth. 4. The other chicken is running after 
 him to get a piece of the worm. 5. They heard no cry, 
 
54 NATURAL HISTORY AND LANGUAGE. [PART III. 
 
 and did not see the dreaded hawk. 6. The yard is clear 
 of poultry, except Chicken -Little and the two chickens. 
 7. That is just like young chickens. 8. They can never 
 see danger until it is too late to avoid it. 9. If they had 
 not quarrelled about the worm, no hawk would have come 
 near the yard. 10. One of the hawks saw the chickens, 
 and made up his mind to have one of them for breakfast, 
 in spite of Chicken -Little. 11. Chicken -Little could not 
 watch the hawk and drive off the chickens at the same 
 time. 12. As he looked up, he could see the fierce eyes 
 of the hawk as he bent down his head to see the chick- 
 ens. 13. Now for it, thought Chicken-Little, he is coming. 
 14. The hawk balanced himself for a moment on his wings, 
 and down he swooped. 
 
 LESSON VI. 
 
 THE BATTLE. 
 
 1. Chicken-Little flew up a little way to meet the hawk 
 as he came down. 2. The picture shows just how they 
 looked when they met. 3. Chicken-Little has a sharp bill 
 and sharp spurs. 4. The hawk has a sharp beak and sharp 
 talons. 5. Chicken-Little struck the hawk hard with his 
 spurs and made the feathers fly. 6. The hawk tried to 
 grasp Chicken-Little's neck with his sharp talons. 7. Both 
 came to the ground while fighting. 8. By this time the 
 two chickens saw what was going on. 9. They dropped the 
 w r orm and ran. 10. Little chickens often get themselves 
 and others into trouble, but when danger comes they al- 
 
PART III.] NATURAL HISTORY AND LANGUAGE. 55 
 
 most always manage to get out of the way. 11. Older 
 heads that did not make the trouble have to take the blows. 
 12. Chicken-Little got away from the hawk, and was going 
 to make another dash at him ; but the hawk saw there was 
 no chance to get a chicken that morning, and he did not 
 care to fight Chicken-Little any more. 13. He spread his 
 broad wings and was off. 14. Chicken-Little had won a 
 great victory over a Bird of Prey — the dreaded hen-hawk. 
 15. When the owner of the poultry-yard heard the warning 
 cry of Chicken-Little, he and his two boys, John and James, 
 went out to see what was the matter. 
 
 LESSON VII. 
 
 THE KEFEREE. 
 
 1. The two girls also, Maggie and Bessie, went out. 
 2. The dog, Bose, rushed out from his kennel to see what 
 was going on, and Tom, the cat, looked on from a safe dis- 
 tance. 3. When the fight was over, the father went into 
 the house. 4. John said it was too bad to call so brave a 
 rooster Chicken -Little. 5. Maggie, you remember, gave 
 him the name when he was very small. 6. "Now, Mar- 
 garet," said John, "you see what you have done; you call 
 that big rooster Chicken-Little ! 7. It is just like a girl to 
 give such silly names ;" and he pulled off his hat and threw 
 it upon the ground with a great deal of force. 8. Margaret 
 said that it was a very warm day. 9. All the children want- 
 ed a new name, but could not think of any that would 
 
 C2 
 
56 NATURAL HISTORY AND LANGUAGE. [PART HI. 
 
 sound well. 10. After talking the matter over, they went 
 to their father, and asked him to give a new name to Chick- 
 en-Little. 11. He was sitting in a chair, reading. 12. The 
 picture shows how the children stood. 13. The father look- 
 ed up, and said they might call him Chanticleer. 14. Mag- 
 gie said the name was too long. 15. John said it didn't 
 mean anything either. 16. "Well," said the father, "call 
 him, ' Him of the clarion voice.' " 17. They all looked puz- 
 zled. 18. The father laughed, and said he was not good at 
 giving names. 19. " Well," said John, " one thing is sure, 
 the old gander is a perfect coward." 20. " Yes," said his 
 father, " he did show the white feather." 21. " Of course 
 he did," said John; "he hasn't any but white feathers to 
 show." 22. His father smiled, but said no more. 
 
 LESSON VIII. 
 
 THE THREE-CORNERED DUEL. 
 
 1. It looks as though there would be a fierce fight. 
 2. Chicken-Little has lowered his head and ruffled up the 
 feathers on his neck. 3. His eyes are fierce and threaten- 
 ing. 4. He is all ready to plunge his sharp spurs into any- 
 thing that opposes him. 5. Tom, the cat, has hunched up 
 his back and puffed up the fur on his tail. 6. He has 
 turned his head a little to one side, and his green eyes are 
 glaring at Bose and Chicken -Little. 7. Tom is ready to 
 fly at either of them with sharp teeth and sharper claws. 
 8. Bose is crouching down a little, all ready for a spring 
 
PART III.] NATURAL HISTORY AND LANGUAGE. 57 
 
 upon an enemy. 9. He has roughed up the hair all along 
 his back, and his eyes look dangerous. 10. His upper lip 
 is lifted above his teeth, and he is giving a low growl. 
 11. Each one looks fiercer than both the others. 12. They 
 all happened to meet this morning in the poultry -yard. 
 13. Their hearts are full of anger, and they are going to 
 fight a three-cornered duel. 14. Why should they wish to 
 fight? 15. Has Chicken-Little insulted Tom, or Tom in- 
 sulted Bose, or Bose insulted Chicken Little ? 16. If Chick- 
 en-Little insulted Tom, why should Tom hunch up his 
 back at Bose ? . 17. If Tom insulted Bose, why should Bose 
 show his teeth at Chicken -Little? 18. If Bose insulted 
 Chicken - Little, why should Chicken -Little ruffle up his 
 feathers at Tom ? 19. It is going to be a very puzzling 
 fight, and things are badly mixed. 
 
 LESSON IX. 
 
 HOW CHICKEN-LITTLE BECAME READY TO EIGHT A DUEL. 
 
 1. Chicken-Little waked up this morning and gave a loud 
 crow. 2. Then he came down from his perch, ate his break- 
 fast, and went out into the yard. 3. The poultry -yard 
 seemed noisier than usual. 4. The old gander was scream- 
 ing loud enough to be heard half a mile. 5. The hens were 
 cackling, and the guinea-fowl were looking up to the sky, 
 and pretending that they saw hawks. 6. They were utter- 
 ing those dreadful screams that they know how to make. 
 7. Of course that frightened the hens and chickens, and 
 
58 NATURAL HISTORY AND LANGUAGE. [PART III. 
 
 they were running hither and thither, to and fro. 8. All 
 this noise made Chicken-Little's head ache. 9. He went to 
 a pile of dirt and straw, and began to scratch. 10. After 
 a long while he found one poor, little, half-starved worm. 
 11. With his most pleasant note he called a hen to come 
 and eat it. 12. The hen came, looked sharply at the worm 
 with one eye, and coolly walked away without touching it. 
 13. It is no wonder that Chicken-Little was ready to fight 
 a duel ! 14. He felt like fighting, but whom could he fight 
 with \ 15. There was no other rooster in the yard. 16. Of 
 course, no decent rooster would fight with a hen ! 17. At 
 this moment Tom was passing through the yard, head 
 down, and walking slowly. 18. Here was a chance to fight. 
 19. So down went Chicken-Little's head, and up went his 
 feathers. 
 
 LESSON X. 
 
 WHAT MADE TOM, THE CAT, READY FOR A DUEL. 
 
 1. Tom had been out all night, but not a mouse had he 
 caught. 2. He thought he would go out into the field, 
 where you see him, and get a bird for breakfast. 3. The 
 birds were very busy, and were singing gayly, but they saw 
 Tom, and kept out of his way. 4. He crept very slyly 
 through the grass, but not a bird could he catch. 5. He 
 made faces at a little cat-bird. 6. He was going to charm 
 him, and then eat him. 7. Instead of being charmed, the 
 cat-bird had the impudence to flirt his tail right in his face, 
 and then flew up into a tree, and mocked Tom with a pretty 
 
PART III.] NATURAL HISTORY AND LANGUAGE. 59 
 
 good imitation of his miau. 8. Of course, this made Tom 
 very angry. 9. He went quickly up the tree for the cat- 
 bird, but when he came where the cat-bird was, he was not 
 there. 10. While Tom was climbing the tree, the cat-bird 
 had flown to another tree, and was mocking him again with 
 another miau. 11. Tom found that it was of no use to try 
 to catch birds, so he walked slowly toward home. 12. He 
 crept under the fence, and found himself in the poultry- 
 yard. 13. His heart was full of anger, and he also was 
 ready to fight a duel. 14. He was going along slowly, hold- 
 ing his head down, when he happened to look up and saw 
 Chicken-Little's feathers up. 15. Tom was ready, and up 
 went his back. 
 
 LESSON XL 
 
 WHAT MADE BOSE READY FOR A DUEL. 
 
 1. There are two things in the world that trouble Bose. 
 
 2. One is that wretched fox that lives up in the Blue Moun- 
 tains ; the other is a little, miserable, bob-tailed rabbit that 
 lives down the road ; Bose never could find out where. 
 
 3. He was trotting clown the road this morning, to enjoy 
 the fresh air, and felt very happy. 4. He held his tail a 
 little higher than usual, and it looked, more than ever, like 
 the letter O. 5. He was thinking of various things, when, 
 whish ! that rabbit went across the road quicker than one 
 could say " muslin." 6. Of course, Bose went over the wall 
 pell-mell after the rabbit. 7. After a long chase the rabbit 
 disappeared, as usual, in a clump of bushes. 8. Bose had 
 
60 NATURAL HISTORY AND LANGUAGE. [PART III. 
 
 chased that rabbit more than a hundred times already, and 
 had always lost him. 9. He was tired and vexed and an- 
 gry. 10. It was provoking. 11. He sauntered home, and 
 went into the poultry-yard to lie down. 12. He was busy 
 thinking, and hardly saw anything as he walked along. 
 13. He happened to go very near Tom and Chicken-Little, 
 and as he passed them he looked up. 14. Feathers, back, 
 and fur were ujp. 15. Bose wanted to fight something or 
 somebody. 16. His hair went up. IT. So this is the way 
 the three came together, as they are seen in the first picture. 
 
 LESSON XII. 
 
 TROUBLE IN FIGHTING THE DUEL. 
 
 1. There was trouble in fighting the duel. 2. Suppose 
 the rooster should attack Tom, and try to drive his spurs 
 into Tom's flesh. 3. " Most likely," thought Chicken-Lit- 
 tle, " while I am doing this, that fellow Bose, with his big 
 jaws, will strip every feather from my body !" 4. Suppose 
 that Tom should attack Chicken-Little, and try to tear the 
 flesh from his body. 5. " Most likely," thought Tom, " that 
 fellow Bose, with his big teeth, will crush every bone I 
 have !" 6. Suppose that Bose should attack Chicken-Little. 
 7. "While I am busy making mince-meat of him," thought 
 Bose, " most likely that cat, Tom, with his sharp claws, will 
 warm my skin for me !" 8. There always is trouble in 
 fighting a three-cornered duel. 9. The man that made the 
 picture has put Chicken-Little, Tom, and Bose in a row. 
 
PART HI.] NATURAL HISTORY AND LANGUAGE. 61 
 
 10. Their tails are all up. 11. Chicken -Little is in the mid- 
 dle. 12. As they had begun to feel friendly, the man want- 
 ed them to look friendly. 13. Bose and Tom are both look- 
 ing at Chicken-Little. 14. Chicken-Little has one friendly 
 eye on Bose and the other on Tom. 15. He is the only 
 one of the three that can look two ways at once. 16. The 
 man wanted to put Tom in the middle, because he was 
 shorter than either of the others ; but he thought it would 
 look odd to have one of Tom's eyes giving a loving look 
 to Chicken-Little, and the other to Bose at the same time. 
 
 17. " Hum !" said Bose to himself, " Tom is not a bad 
 fellow, for a cat ; his only fault is that he will steal. 
 
 18. "Well," said Tom, "Bose is proud of his tail, with its 
 saucy, upward curl ; but then he is only a dog." 
 
 LESSON XIII. 
 
 BETTER THOUGHTS PREVAIL, 
 
 1. All three began to think in this way. 2. "Why," 
 thought Chicken -Little, "should I fight with Tom and 
 Bose? 3. They did not refuse a worm that I offered 
 them!" 4. "Why should I fight with Chicken-Little and 
 Bose?" thought Tom. 5. "They are not to be blamed be- 
 cause that miserable cat-bird flirted his tail in my face, and 
 then insulted me with his miauing /" 6. "Why should 
 I fight with Chicken - Little and Tom ?" thought Bose. 
 7. " They are not in fault because that bob-tailed rabbit got 
 away from me !" 8. The end of it was that Chicken-Lit- 
 
62 NATURAL HISTORY AND LANGUAGE. [PART III. 
 
 tie's neck-feathers became smooth. 9. Tom's coat became 
 bright and glossy, as before. 10. Bose's hair went down on 
 his back, and his tail went up. 11. Chicken-Little mounted 
 a hen-coop and began to crow. 12. Bose gave a short yelp, 
 and jumped over the gate. 13. Tom sat down on his 
 haunches, and watched the rooster strain his neck in crow- 
 ing. 14. The quarrel ended, as most quarrels end, by leav- 
 ing everything as it was in the beginning. 15. Everybody 
 was satisfied, and nobody was hp-t. 16. Boosters, cats, and 
 dogs are often very sensible fellows. 
 
 LESSON XIY. 
 
 HOW BOSE DID NOT BECOME A HERO. 
 
 1. In the picture, Bose is harnessed to a dog-cart. 2. The 
 two boys and the two girls that you see in the picture are 
 the children of the owner of the poultry-yard. 3. The old- 
 er boy, John, is seated in the wagon, holding the reins in 
 one hand and a long whip in the other. 4. The older sister, 
 Margaret, is sitting on the seat beside her brother. 5. John 
 is the oldest, and of course it is his place to be driver. 
 6. Besides, John says that Margaret is a girl, and of course 
 does not know how to manage a horse. 7. " Now, Marga- 
 ret," said John, " the steed is harnessed, and the carriage is 
 ready. 8. If anything should happen, I hope you will not 
 scream like a girl." 9. " Well," said Margaret, " if I am a 
 girl, I shall not be the first to shout for help. 10. I do wish 
 you would call me Maggie." 11. When John remembers 
 
PART III.] NATURAL HISTORY AND LANGUAGE. 63 
 
 that he is a year older than his sister, he calls her Margaret. 
 
 12. When he feels brotherly and kind, he calls her Maggie. 
 
 13. When he wishes to vex her, he calls her Mag. 14. It 
 is very strange ; but she does not like to have John call her 
 Margaret. 15. I don't know why. 16. James is seated be- 
 hind, on the bottom of the wagon, because there is not room 
 for another seat. 17. John calls James, Jemmy. 18. He 
 says that name is shorter, and sounds better. 
 
 LESSON XV. 
 
 THE START. 
 
 1. There was a little trouble at first in putting the harness 
 upon. Bose. 2. He did not seem to understand what was 
 wanted of him. 3. Bose wanted to put his head toward the 
 wagon, and have his tail in front. 4. John said that would 
 never do. 5. He told Bose he could not trot well in that 
 way, and, besides, it would not look well. 6. After awhile 
 Bose seemed to understand what was wanted of him, and 
 stood still, like a good horse. 7. In the picture, he is hold- 
 ing his head and tail very high. 8. He is proud, I suppose, 
 because they are using him for a horse, and have harnessed 
 him to a carriage. 9. The younger sister, Bessie, has been 
 left behind, because there was not room for her in the wag- 
 on. 10. They have promised to take her the next time. 
 11. The carriage has just started. 12. We know that, be- 
 cause the old gander and a hen are running with all their 
 
64 NATURAL HISTORY AND LANGUAGE. [PART III. 
 
 might to get out of the way. 13. Bose feels very happy, 
 and is trotting along the road, just as he has seen horses go. 
 
 LESSON XVI. 
 
 THE CHASE. 
 
 1. Bose was trotting like a kind, well -trained horse. 
 2. The only difference was that he looked first on one side 
 of the road, and then on the other. 3. Horses never do. 
 4. He wished to see what was going on. 5. In that part of 
 the road seen in the picture there were no fences. 6. On 
 both sides there was an open pasture, covered here and 
 there with stones, stumps of trees, and clumps of bushes. 
 7. John told Jemmy never to jump from a carriage while it 
 was moving, and Jemmy said he never would. 8. John was 
 telling Margaret never to touch the driver's reins in case of 
 trouble, when, chut ! that rabbit went across the road like a 
 flash of light ! 9. Bose forgot himself, and ran at full speed 
 after the rabbit. 10. The wagon went humpety-hump over 
 rocks and stumps of trees. 11. Pretty soon it struck a 
 large stone, and out went Jemmy head first. 12. He did 
 not jump out. 13. He had promised John not to. 14. John 
 tugged with all his might at the reins, and shouted,- 
 "Whoa!" and "Pull, Maggie, pull!" 15. He did not say 
 Margaret this time. 16. John pulled, and Maggie pulled, 
 but it was of no use, Bose only went the faster. 17. The 
 end of it was, the wheels were caught in the bushes, and 
 Bose was stopped. 18. He did not catch the rabbit ! 
 
TART III.] NATURAL HISTORY AND LANGUAGE. 65 
 
 LESSON XVII. 
 
 THE RETURN FROM THE HUNT. 
 
 1. Poor Bose ! the chase was over. 2. He looked behind 
 him, and saw the wreck he had made. 3. John shook his 
 clinched fist at Bose, and shouted, " See what damage you 
 have done, you rascal !" 4. Bose did not understand the 
 word damage, but he did understand a clinched fist and an 
 angry voice. 5. Sorrow weighed down his tail and weighed 
 down his head. 6. From the end of his nose to the tip of 
 his tail, he was full of sorrow. 7. There was nothing that 
 went up from Bose but great waves of sorrow, and a pair 
 of pleading eyes. 8. Maggie looked at Bose's eyes. 9*. Her 
 voice rang out loud and clear. 10. The old pasture was full 
 of sound ! 11. " It was not Bose at all ; it was the rabbit !" 
 12. Bose's heart went out to Maggie, and Maggie's went out 
 to Bose. 13. Bose came a little nearer Maggie, and Mag- 
 gie a little nearer Bose. 14. They were friends forever. 
 15. Bose is a dog, but he understands a pitying look and a 
 kind voice. 16. Maggie put a soft hand upon Bose's curly 
 
 head, and Bose looked up humbly, and wagged his tail 
 
 twice slowly. 
 
 LESSON XVIII. 
 
 WHO IS THE HERO? 
 
 1. The wagon is in a sad condition. 2. The end is gone, 
 both in front and rear. 3. A large piece is broken out 
 from the rim of one of the wheels. 4. There is hardly any- 
 
66 NATURAL HISTORY AND LANGUAGE. [PART TIL 
 
 thing left of it but spokes. 5. The children and Bose went 
 back, and picked up Jemmy. 6. He was screaming loudly, 
 but was not much hurt. 7. "What did you jump out for?" 
 said John. 8. " I didn't jump out," said Jemmy ; " I was 
 bumped out." 9. There was quite a large bruise on his 
 forehead. 10. The children wound a handkerchief around 
 his head, and John cut him a long cane. 11. Then they 
 started for home. 12. The picture shows the whole party 
 on the way. 13. John is walking ahead. 14. He is angry 
 with Bose. 15. Jemmy is walking by the side of the wag- 
 on, and is helping himself along with his cane. 16. Mag- 
 gie is walking by the side of Bose. 17. Bose's head and 
 tail are hanging very low, and he is walking very slowly. 
 18. He does not feel like trotting now. 19. Who is the 
 hero ? 20. A hero is one who conquers something. 21. It 
 cannot be John, for he lost his temper, and became angry. 
 22. It cannot be Jemmy, for he only obeyed orders, and 
 was bumped out of the wagon. 23. It cannot be Bose, for 
 he did not catch the rabbit. 24. I spell hero this time, 
 H-E-R-O-I-N-E ; somebody conquered a heart ! 
 
 LESSON XIX. 
 
 HOW BOSE LOST HIS DINNER, AND WAS TURNED OUT OF HIS 
 
 OWN HOME. 
 
 1. In the picture, there is a dog-kennel. 2. It is the home 
 of Bose. 3. The kennel is quite large and roomy. 4. In 
 the upper part, in front, is a small window ; so that there is 
 
PART III.] NATURAL HISTORY AND LANGUAGE. 67 
 
 not only plenty of room inside, but the house is well light- 
 ed. 5. Bose is seated on his haunches, in front of the ken- 
 nel, and seems to be thinking. 6. Perhaps he is thinking 
 of that rabbit that lives down the road. 7. Bose would 
 give a dinner to know where. 8. Tom, the cat, is walking 
 back and forth in front of Bose, and has his tail high in air. 
 9. Every time he passes Bose, he rubs his soft fur against 
 Bose's legs. 10. Now and then Tom's tail touches Bose's 
 nose. 11. Of course this tickles his nose, and he puts his 
 paw up to rub it. 12. Sometimes the end of Tom's tail 
 gets into Bose's eyes. 13. Then he winks hard, and turns 
 his head a little to one side. 14. Bose is so busy thinking 
 that he hardly sees Tom ; but most likely he thinks that 
 this is only one of Tom's odd ways of showing that he 
 feels friendly. 15. Bose never could understand why Tom 
 should carry his tail straight up, in this strange way. 
 16. Bose himself has always worn his hair, and carried his 
 tail, curled. 17. He thinks this is the true way to wear 
 tails. 18. Bose, I think, is very proud of his tail ; at any 
 rate, he wags it a great deal. 19. Tom, of course, believes 
 in straight tails, and has always carried his in this way. 
 
 LESSON XX. 
 
 THE BASEST INGRATITUDE. 
 
 1. In this picture, Bose and Tom are both seated on their 
 haunches. 2. In front of the dog-house is a plate with 
 quite a large piece of meat on it. 3. The people in the 
 
68 NATURAL HISTORY AND LANGUAGE. [PART III. 
 
 house have brought it out for Bose's dinner. 4. Tom is 
 nearer the plate than Bose is. 5. Tom's tail lies on the 
 ground, and the end of it curves around his feet very neat- 
 ly. 6. When Tom sits down, he often places his tail in this 
 way. 7. At other times he lets it lie straight out behind. 
 8. At such times it is always in the way, and is stepped on 
 a dozen times a day. 9. As Bose sits down, you can see 
 that the end of his tail curls up from the ground. 10. Bose 
 is not thinking of his dinner, but is looking at something 
 very far away. 11. Perhaps he is thinking of that fox up 
 in the Blue Mountains, that has worried him so much. 
 12. All at once Tom sprang for the plate, seized the meat, 
 and rushed for the nearest tree. 13. He went up the tree 
 so quickly that you could hardly see him go. 14. Bose was 
 astonished, he was grieved. 15. Many and many a time 
 he had shared his dinner with that cat. 16. Many and 
 many a time that cat had come mewing around Bose's 
 house in a cold night in winter. 17. Many and many a 
 time Bose had allowed him to come in, and had given him 
 a warm bed to lie on. 18. Bose thought of all these things, 
 and was indignant. 19. He sprang to his feet, and rushed 
 for the tree. 
 
 LESSON XXL 
 
 BOSE TRIES TO CLIMB A TREE, AND FAILS. 
 
 1. Tom is on the tree, and still has the piece of meat in 
 his mouth. 2. Bose is at the foot of the tree, standing on 
 
PAKT III.] NATURAL HISTORY AND LANGUAGE. 69 
 
 his hind -legs, and reaching high up with his forepaws. 
 3. How he wishes he could climb the tree! 4. How he 
 wishes his nails were claws ! 5. Then how quick he would 
 go up the tree ! 6. How quick Tom would come down ! 
 7. He barked, he yelped, he whined, he howled. 8. He 
 wagged his tail, and sometimes his tail seemed to wag 
 him. 9. Now and then he went away from the tree, 
 and crouched down" on the ground. 10. Then he would 
 spring up, and rush for the tree again. 11. Tom kept 
 his fiery green eyes fixed on Bose, and watched every 
 movement. 12. At last Bose found it was of no use, he 
 could not get Tom down by barking. 13. He thought 
 he would try a new plan. 14. He went out under the 
 branches of the tree, and crouched down. 15. Then he 
 put his forepaws out in front, rested his head on them, 
 and pretended to be asleep. 16. Bose hoped that when 
 Tom thought he was asleep, he would come down. 
 
 17. " Then," thought Bose, " I shall get back my dinner." 
 
 18. Bose was tired, and was soon asleep and dreaming. 
 
 19. He thought no more about Tom and his stolen dinner. 
 
 20. Tom had his plans. 21. Bose sometimes comes near 
 Tom, puts his tail high up, and looks down upon him 
 as though he would say, " You are only a cat !" 22. This 
 vexes Tom, and he has made up his mind to take down 
 Bose's pride. 23. " I will show that fellow," he said to 
 himself, "that there are other animals in the world be- 
 side dogs with curly tails." 24. While thinking the matter 
 over, he was puzzled to understand why Bose had stopped 
 barking all at once. 
 
70 NATURAL HISTORY AND LANGUAGE. PART III.] 
 
 LESSON XXII. 
 
 BOSE DREAMS A DREAM. 
 
 1. Here are some of the horrible creatures Bose saw 
 in his dream. 2. He thought he was in some far-off 
 place that he had never seen before. 3. He saw a rab- 
 bit. 4. It was not the bob -tailed rabbit that lived down 
 the road, and had worried him so much. 5. It was a 
 rabbit with a long tail that curled up. 6. He saw a 
 fox. 7. It was not the fox that lived up in the Blue 
 Mountains. 8. It was a fox with a very long tail, and 
 that tail curled up too. 9. The fox and the rabbit stood 
 up on their hind -legs and danced together, and made 
 faces at Bose. 10. He saw in his dream a horrible look- 
 ing cat, that had eyes as big as saucers. 11. The cat 
 had a long tail, and that tail curled up too. 12. It had 
 terrible teeth and terrible claws. 13. It had whiskers 
 as long as Bose's tail, and they curled up too. 14. Even 
 the leaves on the tree curled up. - 15. The place now 
 seemed to Bose to he full of strange animals. 16. A voice 
 shouted, " Simon says wig-wag /" 17. Then all the creat- 
 ures wagged long, curling tails that reached to the clouds. 
 
 18. The voice again thundered, "Simon says down!" 
 
 19. The whole sky then seemed to rain down wriggling 
 tails, that wound round and round poor Bose's body. 
 
 20. " Oh I" thought Bose, " am I to be carried up to the 
 sky to bark at the moon?" 21. He awoke, and sprang to 
 his feet. 22. Trembling all over, he cried out, " I will sleep 
 no more !" 
 
PART III.] NATURAL HISTORY AND LANGUAGE. 71 
 
 LESSON XXIII. 
 
 WHERE IS TOM? 
 
 1. Bose looked around him. 2. For a minute he could 
 not remember where he was. 3. He put up his paw and 
 rubbed his forehead. 4. Not far off he saw the piece of 
 meat ; but he did not feel like eating now. 5. He felt sick. 
 6. He looked up to the tree. 7. There was no Tom there. 
 8. Bose thought he would go home and lie down in his ken- 
 nel. 9. The truth is, Tom was tired of staying on the tree 
 with the piece of meat in his mouth. 10. He let it fall, 
 and it hit Bose fairly on the head. 11. That was what 
 waked him up from his dreadful dream. 12. As soon as 
 Tom dropped the meat, he sprang from the tree and ran 
 for home. 13. In the picture Bose has come to his kennel. 
 14. In the door-way you can see Tom. 15. Bose stopped, 
 astonished. 16. At first he thought it was the horrible 
 dream-cat, but he looked again, and saw that it was Tom. 
 17. Bose's tail went up several inches. 18. When Bose 
 tried to enter the kennel Tom put up his paw with the 
 claws out. 19. Bose needed no one to tell him what that 
 meant. 20. Tom had stolen his dinner, and now he was 
 going to keep Bose out of his own home. 21. Bose did 
 not feel sick now. 22. He had made up his mind to put 
 the fellow out, bag and baggage, but it was not easy to do 
 it. 23. Bose ran behind the kennel and barked furiously, 
 but Tom did not start. 24. He was not to be frightened 
 out in that way. 25. Bose thought of a new plan, and 
 
 stopped barking. 
 
 D 
 
72 NATURAL HISTORY AND LANGUAGE. [PART III. 
 
 LESSON XXIY. 
 
 THE SALLY. 
 
 1. In the picture Bose is on the top of the dog-house. 
 2. He is making a great noise by tramping up and down on 
 the roof, and is barking all the time. 3. His plan is to 
 make Tom think that he is coining down upon him through 
 the roof. 4. In front of the kennel is another dog. 5. His 
 name is Watch. 6. Now and then Watch goes some dis- 
 tance away from the house, and then rushes up to it very 
 furiously. 7. It looks as though he was going to rush in 
 and seize Tom. 8. He is careful, though, not to come too 
 near Tom's claws. 9. His plan is to make Tom believe 
 that he is going to take hold of him. 10. In the picture 
 Tom is making a great leap clean over Watch's head. 
 
 11. When Bose saw that he could not get Tom out alone, 
 he went down the road and found Watch, a friend of his. 
 
 12. All the dogs around there thought that Watch knew 
 better how to manage a troublesome cat than any of them. 
 
 13. Bose told Watch of his troubles, and asked him to help 
 him. 14. He said he would. 15. That is the reason that 
 there are two dogs in the picture. 16. Bose and Watch 
 were so astonished at Tom's big leap, that they could not 
 move until he was out of sight. 17. As Tom was passing 
 over Watch's head there was a sound as though a voice 
 was saying, " It takes two curly tails to manage one straight 
 tail !" 18. Bose looked at Watch, and Watch looked at 
 Bose. 19. « Shall we go after him ?" said Watch. 20. " Let 
 him go," said Bose ; " let us go and eat up the dinner." 
 
PART III.] NATURAL HISTORY AND LANGUAGE. 73 
 
 LESSOR XXV. 
 
 A JUDICIAL INVESTIGATION. 
 
 1. Tom, the cat, has a chicken in his mouth, and is run- 
 ning off with it as fast as he can. 2. He means to cany it 
 off to some dark place and eat it. 3. The hen that is run- 
 ning so fast after Tom is the chicken's mother. 4. The 
 chicken is peeping feebly. 5. Tom has it by the neck, and 
 of course it will soon be choked to death. 6. Tom has been 
 in the habit of going into and coming out of the poultry- 
 yard whenever he pleased. 7. When he was a kitten he 
 used to go into the yard and run after the straws that the 
 wind tossed about. 8. Sometimes he played with the chick- 
 ens, and did them no harm. 9. So the hens had never 
 thought that Tom would be mean enough and cruel enough 
 to steal chickens. 10. Since he had grown up he walked so 
 softly, and seemed so quiet and gentle, that the hens liked 
 him almost as well as they did Bose. 11. Bose was in the 
 yard at the time Tom caught the chicken. 12. It was done 
 so quick that Bose did not have time to think what he 
 ought to do. 13. You can see that he is looking very much 
 astonished. 14. If he had had time to think, of course he 
 would have stopped Tom. 
 
 LESSOIST XXVI. 
 
 THE CONSULTATION. 
 
 1. Eone of the children had actually seen Tom carry off 
 the chicken. 2. Bose had seen him, but he could not talk 
 
74 NATURAL HISTORY AND LANGUAGE. [PART III. 
 
 with his mouth and tell about it. 3. He could talk only 
 with his ears, his eyes, and his tail. 4. Bessie owned Tom, 
 and Maggie owned the chicken. 5. Maggie missed the 
 chicken, and felt sure that Tom had killed it. 6. Bessie 
 felt sure that so good a cat as Tom could not do so cruel a 
 thing. 7. John said the true way was to hold a court and 
 try Tom for chicken-stealing and murder. 8. They would 
 be sure to find out the truth in that way. 9. John was the 
 big brother, and ought to know. 10. So the children agreed 
 to it. 11. John said that he would be judge, and they 
 would hold the court right off in the poultry-yard. 12. " If 
 we have a court," said John, " we must have a prisoner." 
 13. Somebody must catch Tom. 14. 1 mean an officer must 
 arrest him." 15. They tried to have Jemmy be the officer. 
 16. Jemmy said that Bose had bumped his head on a rock, 
 and that Tom would scratch his hands if he tried to catch 
 him. IT. So he refused. 18. Bessie felt sure that Tom 
 was innocent, and she offered to bring Tom before the 
 court. 
 
 LESSON XXYII. 
 
 THE TRIAL. 
 
 1. The court has come together. 2. John is judge, and is 
 seated on a hen-coop. 3. He has a stick in his hand to rap 
 on the hen-coop with and keep order. 4. Bose is seated on 
 his haunches on one side of the hen-coop, and looks like a 
 policeman. 5. Chicken-Little is on the other side, and looks 
 very dignified. 6. The old gobbler is standing a little be- 
 
PART III.] NATURAL HISTORY AND LANGUAGE. 75 
 
 hind John, and looks very red in the face. 7. Bessie, with 
 Tom in her arms, is seated on a board on the ground in 
 front of the hen-coop. 8. Maggie is near by, to accuse the 
 prisoner, and Bessie will defend him as well as she can. 
 9. Jemmy, with his hands behind his back, is standing in 
 front of John, and a little to one side of Bessie. 10. The 
 hens and chickens are gathered round on the outside to see 
 what is going on. 11. The old gander is a little farther 
 off, looking at Tom. 12. John said, " The court is open. 
 13. We are to try Tom for chicken-stealing and murder, 
 and — " 14. Just at that moment the old turkey puffed up 
 his feathers, scraped his wings on the ground, and gob- 
 bled very loudly. 15. "Silence in the court!" said John. 
 16. "Three things must be proved. 17. First, has the 
 chicken been lost? 18. Second, has the chicken been kill- 
 ed ? 19. Third, did Tom kill it ? 20. Let the prisoner stand 
 up !" 
 
 LESSON XXYIII. 
 
 THE SENTENCE. 
 
 1. "If he stands up," said Bessie, "he will run away." 
 2. "Very well," said John, "then keep the prisoner in cus- 
 tody" 3. "She hasn't got any," said Jemmy; "she hasn't 
 anything but her arms and her lap to keep him in." 4. At 
 that Maggie laughed. 5. "Margaret," said John, with great 
 severity, " there must be no levity in court. 6. Stand up and 
 state your case ; have you lost a chicken ?" 7. " I have," 
 said Maggie. 8. "How do you know?" said John. 9. "I 
 
76 NATURAL HISTORY AND LANGUAGE. [PART III. 
 
 counted ten yesterday, and I have only nine to-day." 
 10. " That part of the case is settled ; a chicken has been 
 lost," said John. 11. " How do you know the chicken was 
 killed ?" 12. " I saw the feathers outside the poultry-yard," 
 said Maggie. 13. " That settles it ; a chicken has been kill- 
 ed. 14. The next question is, did Tom kill it? 15. Stand 
 up, Jemmy, and tell what you know." 16. " I am up," said 
 Jemmy. 17. " Then tell what you know," said John. 
 18. "I saw Tom licking his chops over the feathers," said 
 Jemmy. 19. " That settles it ; Tom is a chicken-thief and a 
 murderer. 20. The Court decides that the prisoner shall be 
 put into a bag, and be delivered over to the tender mercies 
 of those mothers whose offspring he has so foully murdered !" 
 21. The judge laid aside the symbol of his office and left the 
 judgment-seat. 22. That means that John put down his 
 stick and got up from the hen-coop. 23. The picture shows 
 that the children had quite a struggle in carrying out the 
 first part of the sentence. 24. The picture shows, too, that 
 there are not so many spectators among the poultry as in 
 the picture of the trial. 25. Tom's howling made them 
 scatter. 
 
 LESSON XXIX. 
 
 THE CRIMINAL PUNISHED. 
 
 1. Tom made a horrible caterwauling while they were 
 putting him into the bag. 2. It put the whole poultry-yard 
 into a tumult. 3. The hands of both John and Maggie 
 were badly scratched, but at last they had Tom safely bag- 
 
PART in.] NATURAL HISTORY AND LANGUAGE. 77 
 
 ged, leaving only his head out. 4. Maggie said Tom must 
 think the Court gave him a foul sentence. 5. "I do wish, 
 Maggie, that you would stop making those miserable puns." 
 6. The children had made up their minds to place Tom in 
 the poultry-yard, tied up in the bag, and let the hens peck 
 him. 7. Maggie asked if there was not danger that the 
 hens might peck at Tom's eyes. 8. John and Maggie 
 agreed to stand by and see that no real harm was done to 
 Tom. 9. All this time poor Bessie's heart was becoming 
 softer and softer. 10. In the picture Tom is on the ground 
 in his bag. 11. A hen has hold of one of Tom's ears, and is 
 pulling very hard. 12. Two or three other hens are pecking 
 at Tom's body through the bag. 13. Tom, of course, is in 
 a fearful rage, but cannot use his claws because of the bag. 
 14. It was hardly fair-play. 15. Bessie is holding a hand- 
 kerchief to her eyes, and begging John and Maggie to let 
 Tom go. 16. People in country places take this way to cure 
 cats of chicken- stealing. 
 
 LESSON XXX. 
 
 TOM AND THE TWO OLD RATS. 
 A TRAGEDY.— THE PROLOGUE. 
 
 1. In a tragedy, somebody is killed, or something dread- 
 ful happens. 2. In the picture, Tom is seated on his 
 haunches, and has one paw up. 3. Somebody may say that 
 Tom has seen a grasshopper or a butterfly pass before him, 
 and has put up his paw to catch it. 4. That cannot be, be- 
 cause his claws are not out. 5. Some one may think that a 
 
78 NATURAL HISTORY AND LANGUAGE. [PART III. 
 
 fly has lighted on his nose, and that he has raised his paw 
 to brush it off. 6. That cannot be, because the man that 
 made the picture has not put any fly there. 7. Others may 
 think that Tom has been washing his face, and is putting 
 his paw back to its place beside the other. 8. If that was 
 so, Tom would look very sleepy and happy. 9. Instead of 
 that, he looks very much excited. 10. The truth is, this is a 
 tragedy ; and in tragedies they always talk in a very lofty 
 way, and make gestures. 11. Tom is only making a speech, 
 and has put up his paw to make a gesture. 12. Here is the 
 speech made by Tom : 
 
 13. " My name is Tom : some birds to seize I tried — 
 Some chickens killed ; the hens my ears did pull. 
 Now good I mean to be, and rats will catch ; 
 My peace they vex, my comfort take away, 
 No sleep, no rest I get, by night or day. 
 A place, a room, I know — a good one too — 
 'Tis there I'll patient wait a deed to do." 
 
 14. Anybody can see that Tom means to be a hero, and so 
 talks just as people do in tragedies. 15. We shall soon see 
 the stage where Tom means to play the hero in a tragedy. 
 
 LESSON XXXI. 
 
 Act I. THE TEAGEDY OPENS. Soenb 1. 
 
 1. This is a lumber-room. 2. All sorts of things are here. 
 3. In one part of the room there are barrels — some empty 
 
PART HI.] NATURAL HISTORY AND LANGUAGE. 79 
 
 and some filled with rubbish. 4. One barrel, I see, is filled 
 with bottles and empty tomato -cans. 5. Another is an 
 empty flour-barrel, but some flour is left on the sides and 
 on the bottom. 6. One barrel has some straw sticking out 
 over the top ; I suppose there must be some kind of grain 
 in it. 7. In one place I see some boots. 8. Most of the 
 boots are lying on their sides, but one or two have been left 
 standing upright. 9. On one side of the room is a shelf, 
 with some bottles and cans on it. 10. In different parts of 
 the room there are a number of holes, through which rats 
 come in and go out. 11. Tom laid his plans to catch a rat 
 in this room. 12. To-day he scrambled up on the shelf, and 
 sat down to watch. 13. He did not have long to wait. 
 14. In the picture Tom is running after a rat, both going 
 at full speed. 15. By Tom's looks, I think he feels sure of 
 catching him. 16. Here is what they said. 17. Tom : "Ah ! 
 my fine fellow, I have you now." 18. Old Rat : " You 
 must catch me first. 19. You call yourself a cat ; you are 
 only an overgrown kitten !" 20. Tom made a desperate 
 spring, but the rat whisked into his hole, and Tom lost him. 
 21. "A little too late !" growled Tom. 
 
 LESSON XXXII. 
 
 Aot. II. ENTER TOM. Soenb 1. 
 
 1. Here is Tom crouching down in front of the rat-hole. 
 
 2. He saw the rat go down the hole, and expects that by- 
 
 and-by he will come up a^ain. 3. Tom means to watch un- 
 
 D 2 
 
80 NATURAL HISTORY AND LANGUAGE. [PART in. 
 
 til the old rat shows himself, and then he will catch him. 
 4. On the side of the room behind Tom are two rat-holes, 
 and in front of each is a rat. 5. Both of them are looking 
 at Tom. 6. They came up so softly that Tom did not hear 
 them. 7. One of the rats is sitting on his haunches, and 
 has one of his paws resting on his nose. 8. The paw is 
 small, and I cannot see it very well, but it looks as though 
 only one claw was resting on the rat's nose. 9. The rat 
 seems to be moving the other claws of that foot slowly up 
 and down. 10. It may be that he has put his paw to his 
 lips to warn the other rat not to make a noise, and so dis- 
 turb Tom. 11. It may be that the rat's nose itches, and he 
 is scratching it. 12. If this is so, the nose must itch in 
 a very small place, because he is using only one claw. 
 13. Now some one will say, "Why, the rats are making 
 sport of Tom." 14. If that is so, they are doing a very 
 wrong thing to make sport in a tragedy. 15. We can call 
 these rats Joe and Tim. 16. Joe : "What is that thing over 
 there at that rat-hole, Tim ?" 17. Tim : " I think they call 
 it a cat." 18. Joe : " Do you think he will catch the old 
 rat that went down that hole ?" 19. Then both the rats put 
 their paws up to their faces and squeaked in a low tone. 
 
 LESSON XXXIII. 
 
 THE CRISIS. 
 Aot IIL ENTER TOM.— EXIT RAT. Scene 1. 
 
 1. In a tragedy something dreadful always happens in 
 the third Act. 2. In this tragedy it will be a dreadful sight 
 
PART III.] NATURAL HISTORY AND LANGUAGE. 81 
 
 to see. 3. Tom sleeps a good deal in the day-time, and 
 prowls around nights. 4. When he wishes to sleep, he finds 
 the best bed in the house, and lies down. 5. Lately, when 
 taking his daily nap, these two old rats have troubled him 
 very much. 6. While Tom is sleeping quietly, one of the 
 old rats will begin to gnaw a board inside the wall on one 
 side of the room. 7. Of course that makes Tom jump up 
 and run to that side. 8. While he is trying to find out 
 what made the noise, the other old rat will begin to gnaw 
 on the other side. 9. So the two old rats keep Tom run- 
 ning from one side of the room to the other. 10. These 
 things worry him very much, and deprive him of needed 
 rest. 11. Tom placed himself on the shelf this morning, 
 and made up his mind that there should be a harrowing, 
 dreadful tragedy in that very room. 12. " They shall shriek 
 in terror ! blood shall spout in torrents !" said Tom, in a 
 deep, tragic voice. 13. " I will do a deed that shall make 
 the hair stand on end upon the heads of all rats that shall 
 hear of it." 14. Tom spoke in the way people talk in trag- 
 edies and in books that you can buy for five cents. 15. In 
 the picture half of Tom's body is inside the flour-barrel, 
 and half is outside. 16. He has just made a great leap 
 from the shelf into the barrel. IT. A rat is running out of 
 a hole he has made in the side of the barrel near the bot- 
 tom. 18. Tom did not know of this hole. 19. Here is 
 what he said when he jumped. 20. Tom : " Now I have 
 you, you miserable long-tailed rat!" 21. Old Hat: "You 
 must catch me first, Mr. Long Whiskers." 22. With that 
 the rat jumped into his hole. 
 
82 
 
 NATUKAL HISTORY AND LANGUAGE. [pAKT III. 
 
 LESSON XXXIY. 
 
 AotIII. SOMETHING DKEADFUL ! Scene 2. 
 
 1. The picture is divided into two parts. 2. One part 
 shows exactly how Tom looked when he came out of the 
 flour-barrel. 3. His fur is full of flour, and you can hardly- 
 see one of his eyes. 4. When Tom struck the bottom of 
 the barrel his head went straight into a small pile of flour. 
 5. The flour was a little damp, and stuck to his head just 
 over one of his eyes. 6. Poor Tom ! it will take him all 
 day to clean his fur, and besides, he did not catch the rat. 
 
 7. The other part of the picture shows the two old rats, Joe 
 and Tim, in a private room they have under the floor. 
 
 8. Joe is on his back, holding all his paws up in the air. 
 
 9. Tim is sitting on his haunches, and has his face buried in 
 his forepaws. 10. Both of them have been up and taken a 
 peep out of a rat-hole at poor Tom. 11. Some persons may 
 think that Joe has a very bad pain in his stomach, and is 
 rolling in his agony on the floor. 12. Others may think 
 that Tim is weeping because of Tom's misfortune. 13. I 
 do not think that such people understand the picture. 
 14. Here is what was said : 15. Joe: "Have you been up, 
 Tim, to see that green-eyed cat?" 16. Tim: "Why, I was 
 in the barrel when he came sprawling down. 17. The big 
 fool thought I got into it by climbing up on the outside ! 
 18. He did not know of the hole that I had gnawed in the 
 side." 19. Then the rats squeaked in a way that sounded 
 like laughing; but nobody laughs in a tragedy,, 20. The 
 something dreadful to see is Tom's face. 
 
PART III.] NATURAL HISTORY AND LANGUAGE. 83 
 
 LESSON XXXV. 
 
 Act IV. TOM ENTERS A BOOT. 
 
 1. Tours head and half his body is inside a boot-leg. 
 2. He took his place this morning on the shelf and watched 
 for one of the rats to come out of his hole. 3. When one 
 of the old rats appeared, Tom waited until he felt sure of 
 him, and made a great spring. 4. Tom ran, and the rat ran. 
 5. Tom thought he saw the rat run into the boot, and in he 
 went after him. 6. In the picture you can see the rat in 
 the back part of the room, making good time for his hole. 
 7. Tom's head is in the boot, and he is pushing with his 
 hind-legs with all his might to get in farther. 8. Of course 
 there is no rat there, and Tom has lost his game again. 
 9. After awhile he took his head out, but felt sure the rat 
 must be in the boot, somewhere near the toe. 10. The 
 truth is, although Tom is a large cat, he is quite young. 
 
 11. It is not so easy to catch old rats as he thought. 
 
 12. What did Tom say while trying to get into the boot ? 
 
 13. It is not easy to tell ; his head was in the boot-leg, and 
 only muffled sounds could be heard. 14. No doubt he felt 
 like saying, " Let me clutch thee, and I will tear thy heart- 
 strings !" 15. This is a fierce expression, but Tom is a 
 fierce animal ; besides, he is the hero in a tragedy. 16. There 
 are plenty of the same kind of expressions in the five- cent 
 volumes ; but cats do not use them. 17. Somebody will 
 say, " Why did not the man that made the picture let Tom 
 catch the rat?" 18. It would have spoiled the tragedy. 
 19. A tragedy must have five Acts, and this is the fourth. 
 
84 NATURAL HISTORY AND LANGUAGE. [PART III. 
 
 LESSON XXXYI. 
 
 AotV. THE CATASTROPHE. 
 
 1. In a tragedy the fifth Act brings a great calamity. 
 2. Here is Tom looking straight into my eyes, and keeping 
 watch over the opening in the boot-leg. 3. He must feel 
 sorry because he did not catch the rats ; but how calm and 
 serene he looks ! 4. Tom never smiles. 5. Sometimes he 
 makes faces at the canary ; but most of the time he looks 
 serious and sober, just as he does now. 6. Now some per- 
 sons will say this cannot be a tragedy. 7. Tom does not 
 look sorry enough. 8. He does not weep, and howl, and 
 tear his fur. 9. Nobody has been killed, not even a rat. 
 10. Such persons do not understand things. 11. Tom's 
 hopes are in that boot. 12. They are dead. 13. They will 
 never come out. 14. Dead hopes are the deadest of all 
 dead things. 15. They will make even a cat feel bad. 
 16. The funny part of it is, Tom does not know that his 
 hopes are dead. 17. So this is a tragedy ; the calamity has 
 come, the hero suffers, but he does not know it. 18. If you 
 look carefully, you will see the two old rats, Joe and Tim, 
 peeping out of some rat-holes behind Tom's back. 19. They 
 seem to be holding their paws up to their faces, as though 
 trying to keep back something. 20. Perhaps it is tears. 
 21. They are dressed in black. 22. Can it be that they 
 are in mourning over Tom's dead hopes, do you think ? 
 23. Perhaps they are laughing, and think it is a comedy ; 
 but, if I am not mistaken, those two old rats will take part 
 in a real tragedy by -and -by. 
 
PART IV. 
 
 LESSON I. 
 
 BOSE BECOMES A HERO. 
 
 1. In the picture is a small pond. 2. The water is not 
 very deep, but the bottom is black and muddy. 3. The 
 leaves of two kinds of lilies are floating on the water. 
 4. The boys call the leaves lily-pads. 5. One kind of leaves 
 is larger than the other. 6. This water-plant bears a kind of 
 yellow flower. 7. It is not very pretty to look at. 8. The 
 other leaves belong to the real pond-lily. 9. The flower of 
 this kind of lily is very pretty indeed. 10. In the picture 
 a boat is drawn partly up on the shore, and is fastened to 
 a post by a chain. 11. Both the pond and the boat belong 
 to the owner of the poultry-yard. 12. The children often 
 come down to the pond and play on the shore. 13. Bose, 
 of course, goes with them. 14. He is always ready to go 
 anywhere, if it is likely that there will be some sport. 
 15. The children often amuse themselves and Bose, by 
 throwing sticks into the water. 16. Bose is always very 
 willing to go in after them. 17. John, Jemmy, and Bose 
 have just come down to the pond. 18. Bose is now in 
 the water, swimming toward the shore with a stick in his 
 mouth. 19. When he comes out of the water the children 
 will give him plenty of room, because he is pretty sure to 
 
86 NATURAL HISTORY AND LANGUAGE. [PART IV. 
 
 dry his hair by shaking the water upon them, if they do 
 not keep out of the way. 20. Jemmy does not like pets 
 very well, but he does love his mother, and loves flowers. 
 21. He often gathers wild-flowers, and makes what he calls 
 a nosegay for his mother. 
 
 LESSON II. 
 
 "BOSE, TKIM THE BOAT!" 
 
 1. Jemmy wanted some lilies, and asked John to help 
 him get some. 2. They launched the boat, and are now on 
 the water, a short distance from the shore. 3. A small plat- 
 form is built up in the stern, almost even with the top of 
 the stern and the sides of the boat. 4. Bose has taken his 
 place on the platform, and is sitting on his haunches. 5. His 
 tail sticks out over the stern, and looks a little like a rud- 
 der. 6. The children have no oars, but are using long 
 sticks to push the boat over the water. 7. Jemmy finds 
 that it is not easy to pull out his stick after he has pushed 
 it against the bottom of the pond. 8. A little way from 
 the boat is a long ripple on the surface of the water. 
 9. Bose is looking eagerly at the ripple. 10. He knows 
 very well that it is made by the nose of a musquash that 
 is pushing his way through the lily-stems. 11. Bose wish- 
 es that they would go after the musquash. 12. John called 
 out, " Bose, trim the boat ; take a reef in your tail !"' 
 
 13. Bose was sitting on one side of the little platform. 
 
 14. The boat tipped a little. 15. " Take care !" shouted 
 John to Jemmy. 16. At this moment a loud splash was 
 
PART IT.] NATURAL HISTORY AND LANGUAGE. 87 
 
 heard. 17. Jemmy, in trying to reach a lily, fell overboard, 
 and sunk to the bottom of the pond. 18. John saw that 
 Jemmy was leaning over too far, and jumped to save him, 
 but was too late. 19. In reaching out after Jemmy he lost 
 his own balance, and went overboard also. 
 
 LESSON III. 
 
 "OH! BOSIE, GOOD DOG, SWIM HARD AND SWIM FAST." 
 
 1. They are all in the water. 2. As John went overboard, 
 he had only time to call out one word, " Bose I" 3. In an 
 instant Bose made a great spring from the little platform, 
 plunged into the water, and seized Jemmy as he was sink- 
 ing the second time. 4. He brought him to the top of the 
 ivater almost quicker than one could think. 5. When John 
 went overboard and Bose made his spring, the little boat 
 tipped over bottom up. 6. John struggled in the water, 
 and tried to find some part of the boat to take hold of. 
 7. When Bose came near him, John seized hold of his col- 
 lar. 8. Jemmy's face was still in the water. 9. John tried 
 to help Bose keep it out, but it was of no use, he only 
 pulled Bose under. 10. Poor John ! what could he do 1? 
 neither he nor Jemmy could swim. 11. At last he slipped 
 behind and took hold of Bose's tail. 12. It was that very 
 tail that he had made so much sport of. 13. " Oh ! Bosie, 
 good dog," moaned John, " swim hard and swim fast." 
 14. Bose did swim hard and swim fast. 15. Pretty soon 
 John's feet touched bottom. 16. He felt weak and sick, 
 
88 NATURAL HISTORY AND LANGUAGE. [PART IV. 
 
 and trembled all over. 17. He helped Bose pull Jemmy 
 out, and then staggered along the shore and sat down. 
 18. Bose stood still a moment, looked into Jemmy's white 
 face, and whined piteously. 19. " Run, Bose, run for fa- 
 ther!" said John. 20. Bose did run. 21. The grass had 
 not time to grow under his feet. 
 
 LESSON IV. 
 
 "WHAT IS THE MATTER WITH THE DOG?" 
 
 1. When Bose came to the house he found the door shut. 
 2. He ran round to the study window. 3. That was open. 
 
 4. He made a great leap, and went through the window. 
 
 5. The father was sitting at a table reading. 6. Tom was 
 asleep on the sofa. 7. The picture shows Bose coming 
 through the open window. 8. The father has sprung to 
 his feet and is saying, " What is the matter with the dog f 
 is he mad ?" 9. Tom is standing on the sofa with his back 
 hunched up. 10. His eyes are shining and his fur stands 
 out all over him. 11. As Bose jumped, he struck a flower- 
 vase standing in the window recess, broke it, and tipped over 
 a chair. 12. He seized the father's coat and pulled it until 
 he tore it. 13. The father's face grew white. 14. " Moth- 
 er !" he shouted, " where are the children ?" 15. He did not 
 wait for an answer, but rushed out of the door. 16. Bose 
 and the father went at full speed for the lily-pond. 17. Two 
 or three times Bose pulled the father's coat. 18. He want- 
 ed him to run faster. 19. Pretty soon they came to the 
 
PART IV.] NATURAL HISTORY AND LANGUAGE. 89 
 
 shore of the pond. 20. There lay Jemmy with his white 
 face. 21. The father stooped down and found that he 
 breathed. 22. John was sobbing as though his heart would 
 break. 23. " Do not cry, John ; he will live." 24. The fa- 
 ther took Jemmy up in his arms and carried him toward 
 home. 25. Bose and John followed after. 
 
 LESSON Y. 
 
 "BOSE, YOU ARE A HERO!" 
 
 1. When they came back to the house, the mother got 
 some dry clothes for John. 2. Jemmy's wet clothes were 
 taken off, and he was put to bed. 3. The father said that, 
 after he had had some good sleep, he would be all right. 
 4. After awhile they all went into the library. 5. There 
 lay the broken vase, the flowers, and the overturned chair. 
 6. " Call Bose," said the father. 7. Bose came and stood 
 at the door a moment. 8. He looked a little shy, because 
 he had never been allowed in the library. 9. The picture 
 shows the father sitting in a chair. 10. The mother and 
 the three children are standing near. 11. " Come here, 
 Bose," said the father. 12. Bose came forward and rested 
 his head on the father's knee. 13. The father patted Bose's 
 head softly. 14. " Bose, you are a noble dog ; you are a 
 real hero." 15. The father's voice trembled a little as he 
 spoke. 16. Bose looked up into his face. 17. He did not 
 understand what he meant by calling him a hero. 18. The 
 father had never patted his head before. 19. That was a 
 
90 NATURAL HISTORY AND LANGUAGE. [PART IV. 
 
 real honor. 20. A few days after this the children opened 
 the door of the library. 21. There lay the father fast asleep 
 upon a low sofa. 22. Bose lay curled up on the floor very 
 near the sofa, fast asleep too. 23. The father's hand was 
 stretched out, and was resting on Bose's head. 24. The 
 children closed the door softly. 
 
 LESSON VI. 
 
 BOSE DOES NOT WIPE HIS FEET ON THE MAT. 
 
 1. Bose never could learn to wipe his feet on the mat. 
 2. He often wanted to come into the house with muddy 
 feet. 3. The mother did not like this, and often said, 
 " Bose, you must go straight out ; your feet are muddy." 
 4. Bose always went. 5. After the trouble at the lily-pond, 
 when Bose came to the door and wanted to come in, the 
 
 mother would say, " Bose " 6. Then she would stop. 
 
 7. She never got any further than that one word. 8. Some- 
 how she seemed to remember something. 9. It amused the 
 children very much. 10. One day the children were play- 
 ing in the yard, when Bose came to the door. 11. The 
 children saw the mother with a brush rubbing off the dirt 
 on Bose's feet. 12. Then Bose came in. 13. The picture 
 shows the mother sitting in a chair. 14. Bose has placed 
 his head on the mother's lap, and is looking up into her 
 face. 15. The mother is stroking Bose's head softly. 
 
 16. Jemmy has just come in, and is looking at his mother. 
 
 17. He asked her if she had anything in her eyes. 18. He 
 
PART IV.] NATURAL HISTORY AND LANGUAGE. 91 
 
 said they were full of water. 19. His mother said the eye 
 was very tender, and almost anything would make the tears 
 come. 20. Nobody said, after this, " Bose, you must go 
 straight out." 21. When it is wet out-of-doors, and Bose 
 wants to come in, he comes to the door and gives a low 
 bark. 22. Then the mother goes out and brushes his feet. 
 
 LESSON VII. 
 
 BOSE IS INVITED TO DINNER. 
 
 1. The picture shows the whole family at dinner. 2. Bose 
 is sitting in a chair on the right of the father. 3. This is 
 John's seat, but he has given it up to-day to Bose. 4. John 
 asked his father if he might give a chair at the table to 
 Bose. 5. He said Bose had saved two lives, and so was a 
 hero, and ought to be invited to a dinner. 6. He was a 
 member of the family, he said, and had his rights. 7. The 
 father smiled, and said he had no objection, if the mother 
 was willing. 8. So Bose had his place with the rest, the seat 
 of honor, and John sat at the opposite side of the table. 
 9. Bose's tail stuck out behind between the rounds of the 
 chair, and as Jemmy passed by to take his seat, he gave it 
 a light pull. 10. Bose looked round, astonished that Jem- 
 my should take such a liberty. 11. Bose got along very 
 well at dinner. 12. Of course he had not had time to learn 
 " company manners " on so short a notice. 13. The day 
 was warm, and Bose kept his mouth wide open and let his 
 red tongue hang out. 14. "Mother," said the father, "I 
 
92 NATURAL HISTORY AND LANGUAGE. [PART IV. 
 
 am afraid the children will spoil the dog by petting him 
 too much." 15. The mother smiled, and the children look- 
 ed at each other. 16. They were all thinking of what they 
 saw in the library. 17. Bose is a hero, but he does not 
 carry his tail any higher than he did before. 
 
 LESSON yin. 
 
 BOSE'S MEMOEIAL. 
 
 1. In the picture the children are on the shore of the 
 lily-pond. 2. On the very spot where Bose pulled Jemmy 
 out from the water there is quite a large pile of stones. 
 3. John said that Bose ought to have a memorial, so he and 
 the children have built up the pile. 4. Bose is making a 
 leap right over it. 5. After the children had finished the 
 memorial, John pointed to it, and told Bose what it was 
 for. 6. Bose thought he told him to jump over it, and he 
 did, 7. " Shame, Bose," said John, " to jump over your own 
 memorial !" but Bose did not seem ashamed. 8. Not very 
 far from the pile of stones is a marble column. 9. On the 
 top is a bronze dog. 10. On the side is a dog's tail, curled. 
 11. Just above that is a wreath. 12. Just below is a wood- 
 chuck, standing straight up on his hind-legs. 13. The mar- 
 ble column is a copy of a picture made by John. 14. The 
 bronze dog is Bose, and the tail is Bose's tail. 15. The 
 wreath is supposed to be on the top of the tail. 16. John 
 showed the picture to his father, and told him he was going 
 to have a copy of it in white marble " when his ship came 
 
PART IV.] NATURAL HISTOEY AND LANGUAGE. 93 
 
 in I" 17. The father smiled, and said he thought it would 
 be easier to make the picture than to make the marble 
 memorial. 18. So when John's "ship comes sailing in," we 
 shall all see on the shore of the lily-pond a tall marble col- 
 umn, a bronze dog on the top, a curly tail crowned on the 
 side, and a woodchuck rampant below. 19. John says that 
 is the way Bose would like to see a woodchuck coming at 
 him. 20. I do not think that Bose will be able to jump 
 over the marble memorial. 
 
 LESSON IX. 
 
 THE HUNTSMAN HUNTED. 
 
 1. Here is a picture of the fox that lives up in the Blue 
 Mountains. 2. He has been out all night, and is on his re- 
 turn home. 3. It is now early morning. 4. The dark hole 
 that you see among the rocks is the entrance to his den, 
 and is called a burrow. 5. Most likely, if we should exam- 
 ine carefully, we should find that he has two holes. 6. So 
 if any one should try to dig him out at one of his holes, 
 he would go slyly out of the other. 7. The fox has a 
 chicken in his mouth, which he stole from the poultry-yard. 
 8. This kind of fox is called the red fox. 9. His fur is very 
 long. 10. The color of his back and sides is reddish yellow. 
 11. His tail is very long and bushy, and is so limber that 
 when he lies down he can wind it about his nose. 12. His 
 feet and ears are covered with black hair. 13. He has the 
 same number of toes that the dog has, but they have more 
 
94 NATURAL HISTORY AND LANGUAGE. [PART IV. 
 
 hair on them. 14. The fox's nose is more pointed than the 
 dog's, and his eyes are brighter and keener. 15. The fox 
 is very sly and cunning. 16. The pupils of his eyes are not 
 round like the dog's. 17. When his eyes are turned to a 
 strong light the pupils are flattened like the cat's. 18. Like 
 the cat, the fox can see well in the dark, and most of his 
 hunting is done in the night-time. 
 
 LESSON X. 
 
 SCORE ONE FOR TOM. 
 
 1. In the picture there is a low shed, open on one side, 
 built up outside the poultry -yard. 2. The owner of the 
 yard put it up to shelter sheep in a storm. 3. On the top 
 of the shed Tom is standing with a chicken in his mouth. 
 4. He looks very fierce indeed, but he is not going to eat 
 the chicken. 5. Down below there is a small pile of lum- 
 ber. 6. Near one end of the pile the sharp nose and the 
 keen eyes of a fox can be seen. 7. This is the fox that 
 lives on the Blue Mountains. 8. Yesterday morning he 
 caught a chicken that had wandered outside the yard, and 
 carried it off to his home in the mountains. 9. He return- 
 ed very early this morning to get another. 10. Tom was 
 prowling round as usual in the field. 11. Hens, as every- 
 body knows, leave the perch very early in the morning. 
 
 12. One old hen's chicken strayed away from its mother, 
 and Master Fox made up his mind to have that chicken. 
 
 13. He crept slyly along, and was just ready to spring upon 
 
PART IV.] NATURAL HISTORY AND LANGUAGE. 95 
 
 it. 14. Tom saw the fox, sprang and seized the chicken, 
 and made a clean leap to the top of the shed, where he is 
 now. 15. The chicken is peeping feebly, but is not much 
 hurt. 16. When the old hen saw Tom seize her chicken, 
 she thought he was going to kill it, and flew over the fence 
 to save it. 17. She is walking about in great distress, with 
 her feathers puffed up. 18. The fox, of course, ran away, 
 and lost his breakfast. 19. Is Tom a hero, do you think \ 
 
 LESSON XL 
 
 THE FOX-TKAP. 
 
 1. Here is a picture of a double spring steel -trap, set. 
 2. There are five parts to this kind of trap. 3. The springs 
 are made of steel, and press the jaws together. 4. The 
 broad piece of iron between the jaws is called the pan. 
 5. The piece of iron on which the pan is placed is called 
 the tongue. 6. At the other end of the tongue is the 
 catch. 7. When an animal steps upon the pan, he presses 
 it down, and that lets loose the catch. 8. The springs then 
 make the jaws come together with a snap, and the leg of 
 the animal is caught. 9. Fastened to the trap is a chain. 
 10. To make the trap complete, the chain is fastened to a 
 piece of wood called a clog. 11. The fox is very cunning, 
 and it is not easy to catch him with a trap. 12. His sense 
 of smell is very keen, and he will not touch anything that 
 has been recently handled. 13. Hunters contrive various 
 ways of concealing the scent of the hands. 14. They often 
 
 E 
 
96 NATURAL HISTORY AND LANGUAGE. [PART IV. 
 
 boil the trap in a weak lye, then grease it thoroughly, and 
 finally smoke it over burnt hen's feathers. 15. The trap is 
 then ready for use. 16. After the trap has been prepared 
 for setting, the hunter puts on buckskin gloves, and never 
 allows the bare hand to touch it. 17. The "bed" for the 
 trap should be about three feet across, and should be cov- 
 ered with chaff two inches deep. 
 
 LESSON XII. 
 
 HE NEARS HIS FATE. 
 
 1. The father says the fox must be caught. 2. The fox, 
 or a hen-hawk, or an owl, gets a chicken almost every day. 
 3. John and the father got ready to catch the fox. 4. First, 
 they made a bed of chaff. 5. They put some pieces of 
 roasted meat in and around the chaff. 6. The fox came the 
 next night and ate them. 7. They did the same for two or 
 three days. 8. Then they set the trap carefully, and almost 
 covered it with chaff. 9. Pieces of meat were put here and 
 there, in and around the chaff. 10. Of course some pieces 
 were put near the pan of the trap. 11. The grass lying 
 near was made to look as if it had not been trampled on. 
 
 12. The next night the fox came as usual to get his meat. 
 
 13. In the picture he can be seen coming slowly and care- 
 fully to the place where the trap is set. 14. When he came 
 to the bed of chaff, he crouched down and looked careful- 
 ly around, acting almost exactly as a cat does when she 
 goes after game. 15. He picked up the meat outside the 
 
PART IV.] NATURAL HISTORY AND LANGUAGE. 97 
 
 chaff first. 16. After a time he went upon the chaff and 
 bore his weight upon the pan of the trap. 17. In an in- 
 stant the jaws were let loose and flew together with a 
 loud snap. 18. The poor fox was caught. 19. He thought 
 at first that he would gnaw off his foot, but found that he 
 could move the trap. 20. He started for his home, drag- 
 ging the trap and the clog after liim. 21. It is a cruel way 
 to catch game. 
 
 LESSON XIII. 
 
 WHAT SHALL BE DONE WITH THE PROWLER? 
 
 1. The father, John, Maggie, and Bose have come out to 
 see if the fox has been caught. 2. They did not find the 
 trap in the chaff, and looked around to see what had be- 
 come of it. 3. A long way off they saw an object moving 
 slowly. 4. On going near, they saw it was the fox pulling 
 the trap and the clog along. 5. When they came up to 
 him he seemed to be dead. 6. He had shut his eyes, and 
 did not move. 7. John was going to take him out, but his 
 father stopped him. 8. "Wait a moment, John," said the 
 father : "I do not think he is dead ; that is one of his 
 tricks." 9. Sure enough, in a little while he opened his 
 eyes. 10. John was going to kill him. 11. " Oh, do not 
 kill him !" said Maggie ; " what harm has he done to you ?" 
 12. "He kills the chickens," said John. 13. Bose was eager 
 to rush upon the fox and finish him, but Maggie caught 
 him by the collar, and said, " Bose, if you kill that fox you 
 are not my dog." 14. Bose looked up quickly, dropped his 
 
98 NATURAL HISTORY AND LANGUAGE. [PART IV. 
 
 tail a little, and was quiet. 15. John said that was just 
 the way with girls — they can be cruel enough, but it makes 
 them faint to see the blood come. 16. The father smiled. 
 17. They carried the fox home, and John put him into a 
 hen-coop. 18. John told his father that he meant to tame 
 him. 19. The father said that it was not easy to tame wild 
 animals. 20. That very night the fox dug a hole under the 
 coop, and was off. 21. He came no more to that poultry- 
 yard. 
 
 LESSON XIY. 
 
 THE TWO HUNTEKS. 
 
 1. Bose and John are ready to go a hunting. 2. John 
 has a cross-bow on his shoulder. 3. The bow is of steel, 
 and will send an arrow with a great deal of force. 4. The 
 father thought it would be a safer weapon for a boy than a 
 gun. 5. A leather belt is around John's waist, and a quiv- 
 er, containing his arrows, is fastened to the belt. 6. John 
 has on some leggings, fastened by a row of buttons up the 
 sides. Y. These leggings will keep his clothes from being 
 torn by bushes and brambles. 8. Bose has no gun and no 
 cross-bow, but he has some good teeth and four good legs. 
 9. He can run pretty fast, but not very fast. 10. He cannot 
 run fast enough to catch a rabbit or a fox ; still, he is a 
 pretty good hunting-dog. 11. He can tree a partridge, or 
 other game-bird, very handsomely, and knows enough to 
 bark and stop barking at the right time. 12. He was so 
 happy because he was going with John that he perform- 
 
PART IV.] NATURAL HISTORY AND LANGUAGE. 99 
 
 ed all sorts of antics. 13. He lay down and rolled over. 
 14. He jumped up and put his fore-paws on John's shoul- 
 ders. 15. John put his hands on his knees and bent over, 
 and Bose made a clean leap over John's back, and never 
 touched. 16. 1 forgot to say that Bose carried his tail with 
 him. 17. This is almost as useful to him as his feet; at 
 any rate, he uses it almost as much. 18. In the picture 
 Bose is running at full speed, in a circle, around John. 
 
 LESSON XV. 
 
 BOSE CALLS UPON A WOODCHUCK— HE IS NOT AT HOME. 
 
 1. Bose amused himself in all sorts of ways while going 
 to the hunting-ground. 2. He jumped over fences and 
 stone walls, and ran races with a number of little birds. 
 3. The birds always beat him in the race, but that made no 
 difference to him. 4. He had the pleasure of running and 
 barking. 5. He ran after a little cat-bird. 6. The cat-bird 
 flew up into a tree, and began to make a noise that sound- 
 ed like the mewing of a cat. 7. Bose stopped a moment. 
 8. He thought of that dreadful dream -cat. 9. The mere 
 thought of that terrible creature pulled down his tail sev- 
 eral inches. 10. Bose saw that it was a bird that made the 
 noise, and then he felt better. 11. In the picture Bose has 
 found a woodchuck's hole. 12. He began at once to dig 
 out the woodchuck. 13. He made his paws fairly fly. 
 14. He flung the dirt to the right, the left, and over his 
 back. 15. It got into his eyes, his nose, and his mouth. 
 
100 NATURAL HISTORY AND LANGUAGE. [PART IV. 
 
 16. The hole is at the foot of a small tree. 17. Bose has 
 just got hold of a root that is in his way. 18. He is grunt- 
 ing and growling, and pulling with all his might. 19. John 
 has just come up. 20. " What are you doing at that hole V 
 said John. 21. " There has been no woodchuck there for 
 the last six months." 22. Bose stopped digging, and looked 
 up astonished. 23. He felt very sure that he smell ed the 
 woodchuck. 
 
 LESSON XVI. 
 
 BOSE TRIES TO CROSS A BRIDGE, AND STOPS IN THE MIDDLE. 
 
 1. In the picture is a small brook. 2. The trunk of a 
 small tree, from which the branches have been trimmed, 
 extends from one bank to the other. 3. Bose saw a squir- 
 rel near one of the banks of the brook, and ran after him. 
 4. To get away from Bose, the squirrel ran over the pole 
 to the other shore. 5. Bose tried to follow. 6. He started 
 to walk over the pole ; but he was heavy, and the pole was 
 unsteadj 7 . 7. He was about half across, when the pole be- 
 >t{an to turn a little, first one way and then the other. 
 8. Bose thought he would go back. 9. He could not turn 
 unless he could place all his feet together. 10. There was 
 not room enough to do that. 11. Bose was puzzled. 12. He 
 was afraid to go forward, and could not go back. 13. John 
 called him, and Bose tried to turn round, but lost his foot- 
 hold. 14. He tried to save himself, but down he went. 
 15. The picture shows him about half-way between the 
 pole and the water. 16. It did not take him long to go 
 
PART IV.] NATURAL HISTORY AND LANGUAGE. 101 
 
 the rest of the distance. 17. The water was not very deep, 
 but the mud was. 18. Bose scrambled out as quick as he 
 could, and stood on the shore covered all over with blue 
 mud. 19. John came up and called out, " Oh, Bose, what 
 a dirty dog you are !" 20. Bose had half a mind to put 
 his paws on John's shoulders and kiss him. 21. He was a 
 little ashamed, and held his head down. 22. At last he 
 looked up and wagged his muddy tail slowly. 23. " Glo 
 and scrape yourself," said John. 24. Bose scraped himself 
 on the grass. 
 
 LESSON" XVII. 
 
 AN UNEXPECTED VISITOR. 
 
 1. At last they have come to the hunting-ground, the 
 place where John wishes to try his skill with his cross-bow. 
 2. It is a piece of rough pasture-ground, covered here and 
 there with clumps of bushes and small trees. 3. John 
 wishes to shoot some quail. 4. He has just come upon a 
 mother quail and her family. 5. You can see the little 
 quail running to hide themselves in a clump of bushes. 
 6. The mother seems to be in great distress. 7. She pre- 
 tends to be very lame, and is flattering along in front of 
 John, and beating the ground with her wings. 8. She 
 wishes to lead him away from the clump of bushes where 
 her young are going. 9. John thought the bird had been 
 wounded, and that it would be easy to catch it. 10. He 
 left the young birds, and ran after the mother. 11. The 
 faster John went, the faster the quail went. 12. When they 
 
102 NATURAL HISTORY AND LANGUAGE. [PART IV. 
 
 had gone some distance from the bushes, the quail spread 
 her wings and flew away. 13. This was the bird's way of 
 getting her young out of danger. 14. John wanted to catch 
 one of the young quail and carry it home, to see if he 
 could not tame it. 15. He went back to the bushes to find 
 one. 16. They were very small, and he felt sure he could 
 catch one of them. 17. He searched the bushes as well as 
 he could, but not a quail could he find. 18. They were 
 there, but carefully hid under the leaves. 
 
 LESSON XYIII. 
 
 I SHOT HIM WITH MY CROSS-BOW. 
 
 1. Here is a larger picture of a quail. 2. By the side 
 of it is a picture of a quail's leg and foot. 3. It is a very 
 pretty bird, and has a very delicate foot. 4. You can see 
 that the claws are not so blunt as the hen's claws. 5. The 
 bird ought not to be called a quail. 6. Its real name is 
 Virginia partridge. 7. In the morning and toward evening 
 it makes a sort of whistling noise that sounds like "Bob 
 White." 8. Some people think that the noise sounds like 
 " More wet." 9. Some boys learn to whistle so nearly like 
 the sound made by the bird that you can hardly tell the 
 difference. 10. After many trials, John came near enough 
 to get a shot at a quail, and killed it. 11. I suppose that 
 Margaret would have said that John shot the arrow, and 
 the bird happened to come along and was hit. 12. Bose 
 ran and picked up the bird, and brought it to John. 13. 
 
PART IV.] NATURAL HISTORY AND LANGUAGE. 103 
 
 Then he went back and picked up the arrow. 14. Some- 
 times, in the winter, quail become so tame that they will 
 come to the farm-yards and pick up corn and other grain 
 with the poultry. 15. John saw so many quail that he 
 thought it would be a good place to set a snare. 
 
 LESSON XIX. 
 
 THE QUAIL SNARE. 
 
 1. Here is a picture of the snare made by John to catch 
 quails. 2. First he drove four pointed sticks into the earth 
 in the form of a square, and then tied a string around the 
 sticks, about a foot from the ground. 3. Next John got 
 some long hairs from the tail of a horse, and twisted three 
 of them together. 4. Then he made a loop at one end of 
 the horse-hair string, and passed the other end through this 
 loop. 5. That made a slip-knot. 6. John made quite a 
 number of these slip-knots. 7. After that he tied two of 
 them to the string on each side of the square. 8. The low- 
 er part of each slip-knot was raised a little from the ground, 
 and was spread out almost in the shape of a circle. 9. John 
 then took a handful of corn, and put a few kernels in a 
 straight line outside the square, in front of each slip-knot. 
 
 10. Next he scattered some corn in the inside of the square. 
 
 11. The quail begins to pick up the corn, kernel by kernel, 
 
 outside the square. 12. It walks along, and begins to pick 
 
 up the kernels inside. 13. By this time the noose is around 
 
 the bird's neck. 14. The quail keeps pressing forward, and 
 
 E 2 
 
104 NATURAL HISTORY AND LANGUAGE. [PART IV. 
 
 draws the slip-knot tighter and tighter. 15. It does not 
 know enough to go back, and at last is choked to death. 
 
 LESSON XX. 
 
 THE DRUMMER OF THE WOODS. 
 
 1. After John had killed the quail, he heard a very 
 strange noise in a wood of small trees on one side of the 
 pasture. 2. Pie had heard this noise many times, but this 
 time it seemed very near. 3. He thought that he would 
 get as near as he could, and see how it was made. 4. John 
 walked very softly and carefully until he came to a little 
 opening among the trees. 5. Here he saw a partridge on 
 an old log. 6. The bird was puffing up his feathers, spread- 
 ing his tail, and strutting about on the log. 7. He acted 
 just as the turkey-gobbler does in the poultry-yard. 8. The 
 head of the partridge was turned away from John, and he 
 had a good chance to see him. 9. While John was look- 
 ing, the partridge spread his wings, raised them above his 
 back, and brought them down forcibly against his sides. 
 10. He struck his wings slowly at first, then more and more 
 rapidly. 11. The sound ended in a rolling beat, like the 
 roll of a drum. 12. This sound can be heard a long dis- 
 tance on a still morning. 13. John was so much taken up 
 with hearing the drumming of the partridge that he for- 
 got about his cross-bow. 14. He might have killed the 
 bird. 15. Soon the partridge turned round, saw John, and 
 flew away with a loud whirring noise. 
 
PART IV.] NATURAL HISTORY AND LANGUAGE. 105 
 
 LESSON XXI. 
 
 THE RUFFED GROUSE. 
 
 1. Here is a bird much larger than the quail, or true par- 
 tridge. 2. This bird is often called the partridge, but its 
 right name is ruffed grouse. 3. On the sides of the neck 
 there is a tuft of black feathers, very soft and glossy. 
 4. When the grouse is drumming, these feathers stand out 
 straight, and look like a black ruff around the neck. 5. On 
 the top of the head is a crest of soft feathers. 6. The rest 
 of the body is covered with grayish brown and white 
 feathers. 7. The young grouse follow the mother about, 
 just as chickens follow the hen. 8. In fact the grouse and 
 the hen belong to the same bird-family, and, in many ways, 
 have the same habits. 9. They differ in this respect. 10. The 
 mother grouse, when alarmed, gives a sharp cluck. 11. The 
 little grouse scamper away from the mother, and hide un- 
 der leaves and bushes. 12. Chickens, when frightened, run 
 to the mother. 13. In cold nights in winter grouse get un- 
 der the snow to keep warm. 14. If it rains in the night, 
 and a frozen crust is formed on the snow, then the poor 
 grouse cannot get out. 15. If the crust does not melt soon, 
 the grouse are starved to death. 16. In winter, when grouse 
 can get nothing else, they eat the dried apples that have 
 been left on the trees. IT. Bose was very busy hunting 
 these birds, and treed three or four. 18. John did not like 
 to use his cross-bow to kill them, because he was afraid 
 that he should lose his arrows. 19. He said to himself 
 that these woods would be a fine place to snare grouse. 
 
106 NATURAL HISTORY AND LANGUAGE. [PART IV. 
 
 LESSON XXII. 
 
 HOW JOHN CAUGHT THE DRUMMER. 
 
 1. The picture shows the way John caught a ruffed grouse 
 on the drumming-log. 2. First he drove two stakes into 
 the ground on each side of the log, and made them cross 
 each other near the tops. 3. These stakes made a sort of 
 passage-way above the log. 4. When the grouse drums, 
 he walks back and forth a good deal on the log. 5. John 
 then drove a stake straight down into the ground near the 
 crossed stakes. 6. He made a notch in this stake a few 
 inches above the log. 7. After this John got a spring-pole, 
 and pushed the pointed end firmly into the ground a short 
 distance from the log. 8. A horse-hair snare was then tied 
 to the end of the spring -pole. 9. Then John bent the 
 spring -pole down, and placed the end part in the notch. 
 
 10. He was very careful about placing the pole in the notch. 
 
 11. It must be placed so as to come out easily, but not too 
 easily. 12. The notch must not be too deep, and it must 
 not be too shallow. 13. John fixed the hair slip-knot so 
 that the open part covered the passage-way under the 
 crossed stakes. 14. He kept the snare fixed in place by 
 pushing pins through the hair slip -noose into the inner 
 sides of the crossed stakes. 15. The contrivance works 
 in this way. 16. As the grouse walks along the log, the 
 snare being set, the noose catches his neck and tightens. 
 17. In his struggles to get free, the bird pulls out the 
 spring -pole from the notch, and is suddenly jerked into 
 the air. 
 
PART IV.] NATURAL HISTORY AND LANGUAGE. 107 
 
 LESSON XXIII. 
 
 THE GROUSE SNARE. 
 
 1. Here is a picture of the snare that John made to catch 
 grouse in open grounds. 2. He found a cleared place in 
 the woods where there were a good many partridge-berries 
 and wallow-holes / that is, holes like those made by hens in 
 the ground for sand-baths. 3. He thought the birds would 
 be likely to come and feed upon these berries. 4. John 
 made up his mind to build & fence between the two large 
 rocks that you see in the picture. 5. He cut down a good 
 many small bushes, put them in a row, and made a low 
 fence, about eight inches high. 6. Four openings were left 
 in the fence. 7. Then John took four of his horse -hair 
 slip-knots and tied them to small bushes that grew very 
 near the openings. 8. After that he placed the snares so 
 that the two sides almost touched the sides of the opening. 
 9. John then cut some very slender forked twigs, placed 
 one of them over each side of the snare, and pushed the 
 ends a little way into the fence. 10. This was to keep the 
 snare in place. 11. When a grouse comes to the fence, he 
 will not jump over, but walks along until he comes to an 
 opening. 12. As the snare is raised a little from the ground, 
 when he tries to go through he does not feel it pull upon 
 his neck until he has gone some distance from the fence. 
 13. He never tries to go back. 14. The farther he goes 
 the tighter it pulls, and in this way he is choked to death. 
 15. The next morning John found that he had caught two 
 grouse in his snares. 
 
108 NATUKAL HISTOKY AND LANGUAGE. [PART IV. 
 
 LESSON XXIY. 
 
 A TRAGEDY DOWN THE ROAD. 
 
 1. John says that the bob-tailed rabbit must be caught. 
 2. The rabbit made Bose run after him, and that broke the 
 carriage, and bumped Jemmy's head. 3. He has troubled 
 Bose's dreams ever since. 4. John went down to the old 
 pasture and found a narrow passage between two quite large 
 rocks. 5. The rabbit was in the habit of going between 
 these rocks when he went to his feeding-ground. 6. John 
 drove a row of sharpened sticks, a foot or two apart, into 
 the ground between the two rocks. 7. Then he cut some 
 long, slender twigs, and wove them in and out between the 
 upright sticks. 8. When finished, the fence looked a little 
 like basket-work. 9. 1 suppose the right name for it would 
 be a wattled fence. 10. A narrow space between the two 
 middle upright sticks was left vacant. 11. John cut some 
 notches in these sticks at the right height. 12. A wooden 
 cross-piece of the right length was flattened at both ends 
 and fitted to the notches. 13. The spring -pole and the 
 snare were tied to the cross-piece, as shown in the picture. 
 14. The snare was now all ready for use. 15. You can see 
 the rabbit going to his doom. 16. This kind of snare is 
 called the hedge snare. 17. It makes a good snare, because, 
 if the spring-pole is long enough, it jerks up the game out 
 of the reach of skunks and foxes. 18. The next day Bose 
 saw his old enemy hanging by the neck to the spring-pole. 
 19. He plainly showed his pleasure. 20. It was a fortunate 
 thing for him that Margaret was not there to see his joy. 
 
ART IV.] NATURAL HISTORY AND LANGUAGE. 109 
 
 LESSOR XXV. 
 
 BOSE SEEKS FOR KNOWLEDGE AND FINDS IT. 
 
 1. The picture shows a field covered with quite a large 
 number of heaps of small stones, placed in rows. 2. In the 
 distance John is walking along, with his cross-bow on his 
 shoulder, and has the quail that he shot in his hand. 
 3. Bose and John are returning from the hunt. 4. In the 
 front part of the picture Bose is rolling on the grass, and 
 rubbing his head and face with both paws. 5. A great 
 many little insects are flying around him. 6. It looks as 
 though he was having a fit. 7. Bose wandered away from 
 John, and, coming to one of the stone heaps, began to 
 smell around it. 8. He moved one of the stones a little, 
 and heard a curious buzzing sound. 9. Wishing to know 
 what made it, he pushed away some of the stones, and 
 began to dig. 10. Pretty soon out came a large, fierce- 
 looking bumblebee, then another, and another. 11. In a 
 little while the whole family came out. 12. One lighted 
 on Bose's nose, another on his ear; they lighted all over 
 him. 13. Bose, in great distress, threw up his fore -paws 
 wildly, rolled on the grass, and tried to bite the bees. 
 14. At last he started and ran with all his might ; then the 
 bees left him. 15. When John came up, he saw what the 
 trouble was. 16. "Ah," said John, "you have been study- 
 ing Natural History, Bose ; how do you like it V IT. Bose 
 was too busy rubbing his smarting ears and his aching head 
 to say anything, but he looked a little ashamed. 18. Most 
 likely Bose thinks that bumblebees' feet are very hot. 
 
110 NATURAL HISTORY AND LANGUAGE. [PART IV. 
 
 LESSON XXYI. 
 
 THE TRUMPETER OF THE PLAINS. 
 
 1. John went on a visit to his uncle, who lived at a place 
 where the prairie-hens, or pinnated grouse, were quite plen- 
 ty. 2. He started out very early in the morning, hoping to 
 get a sight of the bird. 3. He wanted to see how much he 
 looked like the partridge, or ruffed grouse. 4. Pretty soon 
 he heard a curious tooting noise that sounded like the noise 
 made by the night-hawk when he plunges down from a 
 great height in the air. 5. The night-hawk makes but one 
 sound. 6. The prairie-hen has three notes, the last one be- 
 ing longer than either of the others. 7. John kept behind 
 some low bushes, and crept softly toward the place where 
 the sound came from. 8. He soon came in sight of the bird, 
 which was strutting about, spreading his tail, and puffing 
 out his feathers. 9. His actions were much the same as those 
 of the turkey in the poultry-yard. 10. On the back part of 
 the neck there were two little tufts of feathers, about two 
 or three inches long, standing straight out behind. 11. The 
 bird stood up, and seemed to fill with air two small sacks, or 
 bladders, on the sides of his neck. 12. They were of a yel- 
 low color, and about the size of a small orange. 13. When 
 the sacks were filled, the bird leaned forward and brought 
 his neck near the ground. 14. This movement was followed 
 by the curious sound that John had heard when he first 
 came to the field. 15. While the sound was coming out, the 
 bags on the neck grew smaller. 16. " The prairie-hen and 
 the partridge must be scratchers," said John. 
 
PART IV.] NATURAL HISTORY AND LANGUAGE. Ill 
 
 LESSOJST XXVII. 
 
 THE DANCING PARTY AT THE SCRATCHING-PLACE. 
 
 1. John told his uncle what he had seen. 2. The uncle 
 said they would go the next morning before sunrise and see 
 a very curious dance at a scratching-jplace. 3. John and the 
 uncle started before light the next day, and hid in some 
 low bushes. 4. Pretty soon a grouse stepped out into an 
 open space and began a low tooting. 5. Then another came 
 out and tooted, and soon there were fifteen or twenty of 
 them in the open space. 6. They puffed up their feathers, 
 curved their necks, spread their tails like a fan, and strutted 
 back and forth. 7. As one passed another, he looked at him 
 fiercely, and seemed to say,, " I am handsomer than you are." 
 8. It seemed as though each one was taking steps in a kind 
 of slow dance. 9. " What in the world are those birds do- 
 ing ?" whispered John. 10. " Wait a moment and you will 
 see," said the uncle, in a low tone. 11. Pretty soon the 
 grouse began to leap up from the ground a foot or two 
 and strike at each other, as fowls do when they fight. 
 
 12. They cackled and screamed and made the oddest sounds. 
 
 13. Sometimes it seemed as though they were very much 
 tickled at something, and were laughing heartily. 14. John 
 was very much amused at the strange noises he heard. 15. 
 The birds fought desperately, but one after another seemed 
 to get beaten, and left the ground. 16. They did not seem 
 to hurt each other much, but plenty of feathers were left 
 behind. 17. Ruffed grouse have similar contests, but do 
 not make so much noise. 
 
112 NATURAL HISTORY AND LANGUAGE. [PART IV. 
 
 LESSON XXVIII. 
 
 THE FIGURE 4 SNARE. 
 
 1. John and Bose have set another snare to catch quail, 
 grouse, and rabbits. 2. First John squared a stake on two 
 sides, sharpened it to a point at one end, and drove it firm- 
 ly into the ground. 3. The part left above the ground was 
 about a foot high. 4. He then took a strip of board about 
 a foot long, and cut a notch near one end. 5. He cut a 
 shoulder in the upright stake on one of the squared sides, 
 near the ground, a little wider than the board. 6. The piece 
 of board is called the spindle. 7. The spindle was then fast- 
 ened to the upright stake, at the shoulder, by a piece of 
 thick wire. 8. John wished to have the spindle move up 
 and down a little, but not sidewise. 9. A notch was then 
 cut in the upright stake, near the top. 10. A piece of wood 
 of the right length was cut to fit into the notch in the 
 spindle and in the upright stake. 11. This is called the 
 trigger. 12. A hole was bored in the upper part of the 
 trigger. 13. The line fastened to the end of the spring- 
 pole was passed through this hole, and tied. 14. In the 
 picture the snare is set. 15. The snare is made of waxed 
 fish-line. 16. One end of the snare is fastened to the trig- 
 ger below the hole where the line from the spring-pole is 
 tied. 17. The trigger must be so placed that the lightest 
 touch on the end of the spindle will spring the snare. 18. 
 While John was at work, Bose sat on his haunches and 
 watched him very closely. 19. At last Bose looked up, and 
 seemed to say, " Our contrivance will be a perfect success." 
 
PART IV.] NATURAL HISTORY AND LANGUAGE. 113 
 
 LESSON XXIX. 
 
 BOSE AS A PUPPY. 
 
 1. Bose cannot write. 2. He seems to know enough to 
 learn how, but he finds it hard to hold a pen. 3. Of course, 
 if he could write, he would tell all about his early life. 
 4. 1 will take his place, and do the writing for him. 5. The 
 first Bose knew of himself, he was a puppy. 6. 1 am sorry 
 to say that, as a puppy, he did some very naughty things. 
 7. One day he found some shirts hanging on the clothes- 
 line. 8. The wind was blowing hard, and they were flap- 
 ping about in an odd kind of way. 9. Bose sat and looked 
 at them for some time. 10. Then a funny fancy seemed 
 to come into his*~heacl. 11. All at once he made a leap, 
 and went right through one of the shirts. 12. He did this 
 so many times that nothing was left of it but the neck- 
 band and pieces of each shoulder. 13. At last the mother 
 came out, and saw what was going on. 14. She got a stick, 
 and called to young Bose to come to her. 15. Young Bose 
 did not come, but went the other way. 16. The mother 
 went after him, but Bose ran up on a wood-pile out of the 
 mother's reach. 17. The mother shook the stick at him, 
 and Bose barked, but he did not get a whipping. 1 8. The 
 mother thought that no one saw her, but Jemmy was peep- 
 ing round the corner. 19. Jemmy told Bessie, and Bessie 
 told Maggie, and Maggie told John. 20. The picture is a 
 large portrait of Bose. 21. You can see only Bose's head, 
 because he is looking out from a kind of framework. 
 22. Now that Bose has grown up, he does not look as he 
 
114 NATURAL HISTORY AND LANGUAGE. [PART IV. 
 
 did when the mother ran after him with a stick. 23. The 
 mother did not wish to have the man that made the picture 
 take her portrait with the stick in her hand. 
 
 LESSON XXX. 
 
 "HOLD OUT YOUR PAW!" 
 
 1. In the picture is a hand. 2. A dog's fore-paw is resting 
 on the palm. 3. John and Maggie have been talking about 
 the number of toes on a dog's foot. 4. John called Bose, 
 and said, " Bose, give me your paw !" 5. On each of the 
 fore-paws they found four toes. 6. On the inside of each of 
 the fore-legs, an inch or two above the foot, was another toe, 
 smaller than the others. 7. So each of the dog's fore- feet 
 has as many toes as we have fingers on one hand. 8. The 
 toe on the inside of the leg seems to be in place of the 
 thumb on the human hand. 9. A little way above the foot, 
 behind the fore-leg, is quite a large pad. 10. When a dog 
 crouches down with the fore-paws in front, his fore-legs rest 
 on this pad. 11. Each hind -foot has four toes. 12. The 
 dog then has the same number of toes as the cat. 13. The 
 nails of the cat and dog differ much. 14. The dog's nails 
 are almost straight, while the cat's are very much curved. 
 15. The cat can push out and pull back its claws, but. the 
 dog cannot do this. 16. Both the cat and dog have pads 
 on the underside of the toes and on the bottoms of the feet. 
 17. On the cat's feet the pads are very smooth, but on the 
 dog's they are quite rough. 18. For this reason, the cat 
 can walk more softly than the dog. 
 
PART IV.] NATURAL HISTORY AND LANGUAGE. 115 
 
 LESSON XXXI. 
 
 JOHN GOES TO SCHOOL. 
 
 1. John took a seat in his father's library. 2. He wanted 
 to know how to trap owls and hawks. 3. They had become 
 very troublesome in the poultry-yard. 4. John asked his 
 father how such birds could be caught. 5. The father told 
 him that they could be easily caught by steel-traps. 6. The 
 picture shows one of the ways of trapping the hawk. 
 7. The hawk almost always lights on the dead branch of 
 some tall tree. 8. He is always on the lookout for game, 
 and often takes a dead tree or a dead branch to rest on, 
 because that has no leaves to hide the .view. 9. In the 
 picture the upper part of a tall tree, partly dead, has been 
 sawed off low enough to get room to place a trap. 10. The 
 trap chain is fastened to the tree. 11. When the hawk 
 lights upon the top of the tree, his weight bears upon the 
 tongue of the trap, and the bird is caught. 12. It would 
 do no good to try to catch owls in this way, because they 
 fly too low. 13. Both hawks and owls are sometimes caught 
 by traps set upon the ground, and baited with a mouse or 
 a bird. 14. Another way to catch owls is to place a trap 
 upon a post or stump, or on the large limb of a tree. 15. If 
 the trap is placed in this way, the bait must be put eight 
 or ten inches below the trap. 16. The owl is cunning, and 
 lights before he takes the bait, to see that everything is all 
 right. 17. Knowing the bird's habits in this respect, the 
 hunter so places the trap that the owl will put his feet 
 upon the pan as he stops his flight. 
 
116 NATURAL HISTORY AND LANGUAGE. [PART IV. 
 
 LESSON XXXII. 
 
 HOW THE MACHINE WORKED. 
 
 1. John caught a hawk, that had troubled the poultry- 
 yard, by a very simple and very curious contrivance. 2. He 
 took a piece of thick plank about two feet square, and bored 
 a number of small holes in it. 3. Taking a number of pieces 
 of stiff wire, he filed one end to a sharp point, and drove 
 them through the holes, with the sharp points up. 4. The 
 holes were made smaller than the wires, so that the wires 
 would be firm in their places. 5. The plank was placed 
 outside the poultry-yard, on some grassy ground, and cover- 
 ed lightly with grass. 6. John then tied a chicken among 
 the wires. 7. Hawks were in sight almost every day, and 
 often pounced down upon chickens that strayed away from 
 the yard, and carried them off in their talons. 8. This had 
 happened so often that John made up his mind that he 
 should not have to wait long for his game if the machine, 
 as he called it, would work. 9. John hid himself, and kept 
 a close watch of the machine. 10. Pretty soon a hawk saw 
 the chicken, and came nearer and nearer to the ground, 
 making wide circles in the air. 11. The hawk did not see 
 the wires, or, if he did see them, did not know what they 
 were. 12. All at once he made a swift swoop downward. 
 13. He did not catch the chicken, but the picture shows 
 how he was caught. 14. " It is cruel," said Margaret, " to 
 kill a bird in that way, even if he is a hawk." 15. "Per- 
 haps so," said John, "but one chicken is worth more than 
 twenty hawks." 
 
PART IV.] NATURAL HISTORY AND LANGUAGE. 117 
 
 LESSOR XXXIII. 
 
 THE RELEASE OF THE PRISONER. 
 
 1. John asked his father if it was possible to tame Birds 
 of Prey. 2. "Oh yes, it has been done," said the father; 
 " patience and kindness will conquer almost anything." 
 3. A gentleman in France, taking a walk one day in the 
 country, saw an owl fastened by a nail through each wing 
 above a farmer's gate. 4. The farmer had shot the owl and 
 broken its wing, and then had nailed it, alive, above the 
 gate. 5. The farmers in that country almost always treat 
 owls in this way when they take them alive. 6. The owl 
 was still living, though it had been there two days without 
 anything to eat or drink. 7. The gentleman bought the 
 owl of the farmer, borrowed a short ladder, and tried to 
 take it down. 8. The poor bird fought him savagely at 
 first, and tore his hands with its talons. 9. When the farm- 
 er saw the bleeding hands of the gentleman, he laughed. 
 10. He thought it strange that any one should wish to save 
 the life of such a bird. 11. The gentleman put on his 
 gloves, and at last, after a hard struggle, got the bird down. 
 
 12. He handled the owl tenderly, and washed its torn wings. 
 
 13. He put a few drops of water into its beak, and gave it 
 something to eat. 11. The poor owl looked astonished, be- 
 cause it was not used to kind treatment, but ate and drank 
 greedily. 15. The gentleman then wound a handkerchief 
 about its wings, put it into a basket, and started for home. 
 16. " That was kind," said John, slowly ; " I am sorry about 
 the machine and the hawk." 17. The father smiled. 
 
118 NATURAL HISTORY AND LANGUAGE. [PART IV. 
 
 LESSON XXXIY. 
 
 STRIX, THE OWL. 
 
 1. When the gentleman came home, he carried the basket 
 into his study, opened it, and took off the handkerchief. 
 2. The owl scrambled out, and perched itself on the back of 
 a chair. 3. It was now near evening, and the owl's pupils 
 grew larger, and it could see better. 4. It began to smooth 
 down its feathers, and now and then looked steadily at its 
 rescuer. 5. The gentleman went to the chair, and stroked 
 the owl's back gently with his fingers. 6. The bird, in 
 turn, rubbed its head softly against the back of his hand. 
 
 7. After awhile it became so tame that it would perch on 
 the gentleman's shoulder and rub its head against his face. 
 
 8. In time the bird's wings got well, and it could fly short 
 distances. 9. In the daytime it slept a great deal. 10. If 
 the gentleman came home after an absence, the owl knew 
 his step on the stairs, and would flap its wings and scream 
 loudly as he came in. 11. The gentleman became very 
 proud of his pet, and taught it many things. 12. One day 
 a friend called. 13. "What a strange pet !" said the friend. 
 14. " He knows a great deal," said the gentleman ; " I call 
 him Strix. 15. Strix, welcome my friend." 16. The owl 
 flapped its wings, perched on the friend's shoulder, and 
 rubbed its head against his face. 17. " That sounds good," 
 said John ; " I have a great mind to try to tame an owl. 
 18. Where among domestic animals can you find greater in- 
 telligence ?" 19. " Where, indeed ?" said the father. 20. 
 " Patience and kindness will tame even the savage owl." 
 
PART IV.] NATURAL HISTORY AND LANGUAGE. 119 
 
 LESSON XXXY. 
 
 THE EXPERIMENT. 
 
 1. John asked if a hen or a goose could hatch the eggs of 
 wild birds. 2. His father said that it had often been done. 
 3. A gentleman found the nest of a buzzard on an oak-tree 
 that grew near a pond. 4. The buzzard is a kind of hawk. 
 
 5. He climbed the tree, and found four eggs in the nest. 
 
 6. The gentleman thought the buzzard had begun to sit. 
 
 7. He went home and took four eggs from the nest of a 
 sitting goose. 8. Going back, he climbed the tree again, 
 took out two of the buzzard's eggs, and put the goose's eggs 
 in their place. 9. He was able to do this because the buzzard 
 had gone off after game. 10. Going home again, the gen- 
 tleman put the buzzard's eggs in the goose's nest. 11. He 
 watched the oak-tree carefully, and in a week or two after, 
 on going to the tree, saw the heads of some young birds 
 hanging over the edge of the nest. 12. A few days later 
 he saw the buzzard fly down to the pond and take some 
 tadpoles in her claws and carry them to the nest. 13. Morn- 
 ing and evening the old buzzard fed the young geese with 
 tadpoles and frogs. 14. These happened to be just the food 
 ducks and geese like. 15. The pond was full of them, so 
 that there was no danger that the young birds would starve. 
 16. A few days later there was a great deal of noise in the 
 buzzard's nest. 17. The goslings were flapping their little 
 wings, and, climbing up on the edge of the nest, were 
 stretching their necks toward the pond. 18. The desire to 
 be upon the water was too strong for a gosling to resist. 
 
120 NATURAL HISTORY AND LANGUAGE. [pAKT IV. 
 
 LESSON XXXYI. 
 
 THE DEATH. 
 
 1. The mother buzzard did not know what to make of it. 
 2. Her children had never done so before. 3. The strongest 
 of the goslings climbed up on the edge of the nest and saw 
 the water. 4. How good it looked ! he must go. 5. He 
 spread his little wings and went straight down into the tall 
 grass at the foot of the tree. 6. The little fellow was stun- 
 ned by the fall, but after awhile he scrambled up and wad- 
 dled down to the pond. 7. In he went, and was happy. 
 8. The buzzard was in agony. 9. She flew down to the 
 pond, hovered over and around the little goose, and tried to 
 make him go back. 10. The gosling liked the water, and 
 made up his mind to stay in it. 11. The buzzard tried to 
 catch him in her claws to carry him back to her nest. 
 12. Every time she tried to grasp him, the little wretch 
 dived and came up ten feet away. 13. The goslings in the 
 nest had heard the calls of their brother on the pond. 
 14. All at once all three jumped from the tree into the 
 grass, and ran to join the other on the pond. 15. The poor 
 buzzard was in greater distress than ever. 16. She rushed 
 into the pond ; she screamed, and beat the water with her 
 broad wings. 17. At last her legs were entangled in the 
 long grass. 18. Tired out, she beat her wings more and 
 more feebly, and soon stretched out her neck and died. 
 19. She died to protect her young, as she thought them to 
 be, from danger. 20. " If I had been there," said John, " I 
 would have wrung the necks of those little wretches." 
 
PART IV.] NATURAL HISTORY AND LANGUAGE. 121 
 
 LESSON XXXVII. 
 
 THE DISCOVERY AND THE EXECUTION. 
 
 1. After a time the goose hatched her eggs. 2. Two lit- 
 tle buzzards opened their yellow beaks, and cried out for 
 something to eat. 3. The goose jumped off from her nest 
 in a great fright. 4. She had never heard goslings make 
 such a noise as that. 5. The old bird went to a small pond 
 in the yard, and called the young buzzards to come and 
 swim with her. 6. They did not s,tir a step. 7. They could 
 not, for their feet were not large enough and strong enough 
 to support the body. 8. The old goose, out of patience, 
 went to the nest, and lifted them out with her bill. 9. They 
 screamed, but did not move. 10. She looked at them with 
 great care, but could not understand what was the matter 
 with them. 11. At last she seemed to think that some one 
 had played a trick upon her. 12. She struck them with her 
 wings and her bill, and trampled upon them with her feet. 
 13. Then she took them, one by one, and flung them into 
 the water. 14. She let them soak for a long time, and then 
 ate them. 15. The buzzard was a better mother than the 
 goose. 
 
 LESSON XXXVIII. 
 
 HURRAH FOR THE MENAGERIE! 
 
 1. " We are all going to the menagerie !" 2. This was 
 John's shout, as he saw the long train of wagons moving 
 slowly along the road to the next town. 3. These wagons 
 
122 NATUKAL HISTORY AND LANGUAGE. [PAET IV. 
 
 contained wonderful birds and animals. 4. Posters had 
 been up for a long time on the sides of old sheds and board 
 fences. 5. The wagons were all closed, and the children 
 could not get a sight of any of the curious things inside. 
 6. There was only one hole left open in the front of each 
 wagon. 7. That was for fresh air. 8. The only animals to 
 be seen were the black, the white, and the mottled horses 
 that drew the wagons, two big elephants, and some Shet- 
 land-ponies. 9. The wagon that contained the band was 
 drawn by black horses, with red plumes on their heads. 
 
 10. They looked very handsome in their glossy black suits. 
 
 11. The two big elephants led the procession. 12. The chil- 
 dren were most interested in looking at the long ivory 
 tusks, the big trunks, and the huge ears of these animals. 
 13. In the picture Jemmy is standing, as usual, with his 
 hands behind his back. 14. He always stands in this way, 
 and says it makes him tired to stand as other folks do. 
 15. I do not know why he stands so. 16. He is not very 
 thin of flesh : perhaps Jemmy can balance himself better 
 in this way. 
 
 LESSON XXXIX. 
 
 THE ORATOR AND THE AUDIENCE. 
 
 1. In the picture the children have come together to 
 talk about the menagerie. 2. They are going to-morrow. 
 3. There are four others present — Tom the cat, Bose, Chick- 
 en-Little, and a toad. 4. John is the orator, and lias his arm 
 extended in making a gesture. 5. Bose is seated on his 
 
PART IT.] NATURAL HISTORY AND LANGUAGE. 123 
 
 haunches, and seems to be listening to John. 6. Tom the 
 cat is holding his tail straight up in the air, and is rubbing 
 his fur against Bessie's dress. 7. That is a sure sign that 
 Tom feels pleased. 8. Chicken-Little looks dignified. 9. He 
 is the fine gentleman of the poultry - yard, and is better 
 dressed than any one in the company. 10. Everybody 
 knows the very young gentleman who wears his cap far 
 back on his head, and is holding his hands behind his back. 
 11. The toad is one of John's pets. 12. He feeds him with 
 flies and other insects. 13. John says he knows a great 
 deal, even if he does look stupid. 14. John had read in 
 books that the toad, once a year, takes off his skin, rolls it 
 up neatly in a little ball, and — swallows it. 15. He wished 
 to see him do it. 16. Yesterday the toad went through the 
 operation of skinning himself. IT. To-day he appears in a 
 new suit of clothes, neat and clean. 18. He did not employ 
 a toad washer-woman. 19. John has just been showing the 
 toad to the children. 
 
 LESSON XL. 
 
 WHO ARE GOING TO THE MENAGERIE. 
 
 1. John, you see, is interested in the natural history of 
 animals. 2. In the picture he is saying to the company 
 that he will tell them the names of the animals and birds 
 in the menagerie, and will explain their habits. 3. John 
 has a good deal of knowledge of Natural History. 4. A 
 part of it he got from books, and a part by using his eyes. 
 5. All the children were anxious to go to the menagerie ex- 
 
121 NATURAL HISTORY AND LANGUAGE. [PART IV. 
 
 cept Jemmy. 6. He does not like animals. 7. He calls in- 
 sects bugs, arid says they sting. 8. Cats and dogs he calls 
 beasts, and says they scratch and bite. 9. He calls hens, 
 turkeys, ducks, and geese dirty birds, and says they are 
 always in the way. 10. The old gander hisses at him. 
 11. The old gobbler runs after him, if he has a red gar- 
 ment on. 12. "Now," said John, " we will go to-morrow." 
 13. Bose thought John spoke to him. 14. He jumped up, 
 wagged his tail, pricked up his ears, and barked. 15. " Well," 
 said John, " you shall go, Bose." 16. It was of no use to 
 invite Tom, because he had a case to settle with the two 
 old rats. 17. Chicken -Little could not go, because there 
 would be nobody left at home to crow the daylight up the 
 next morning. 18. The children had a long way to go to 
 reach the menagerie ; so they proposed to start in the af- 
 ternoon, and stop overnight at an uncle's house, and then 
 on the morrow they would not get too tired in seeing all 
 the sights. 
 
 LESSON XLI. 
 
 ON THE WAY. 
 
 1. The picture shows the whole party on the way to the 
 menagerie. 2. John and the father have the front seat of 
 an open wagon. 3. Maggie and Jemmy are on the other 
 seat. 4. Bessie is sick, and has been left at home. 5. Bose 
 is seen on the other side of a stone wall that lines the road 
 on one side. 6. He is busy, as usual. 7. Just now he is 
 running at full speed after a small bird. 8. He knows very 
 
PART IV.] NATURAL HISTORY AND LANGUAGE. 125 
 
 well that he cannot catch it, but he has the pleasure of run- 
 ning and barking. 9. If you had been one of the company, 
 and had looked back, you would have seen the mother stand- 
 ing at the door of the house. 10. There she stood and watch- 
 ed the father and the children until they were out of sight. 
 
 11. Now and then Bose took his place under the wagon. 
 
 12. The children asked him to get into the carriage, but 
 Bose felt that he could do more as he pleased outside. 
 
 13. If a small stream crossed the road under a bridge, Bose 
 was sure to take a look underneath, just to see how it was 
 made. 14. Jemmy had been silent ever since they started. 
 15. All at once he asked if the roar of the lion was louder 
 than the bellowing of a calf. 16. " Goose !" said John. 
 17. Jemmy looked over the wall, and said, "No, there is no 
 goose there." 18. Maggie laughed, and the father smiled. 
 19. The father said that he had never heard a lion roar, but 
 he had been told that the sound was very loud indeed. 
 
 LESSON XLII. 
 
 THE LION ROARS. 
 
 1. The children stopped at the uncle's house overnight. 
 2. The next day they went to the menagerie. 3. In the 
 picture the whole company are standing before the lion's 
 cage. 4. The man that made the picture thought there 
 would not be room to put in the whole menagerie, so he 
 has shown only the lion's cage and a few other things. 
 5. You can see a man pushing a pole into the cage. 6. In- 
 
126 NATURAL HISTORY AND LANGUAGE. [PART IV. 
 
 side there is a lion and a lioness, looking very fierce indeed. 
 7. Jemmy is standing, as usual, with his hands behind his 
 back. 8. The man is pushing the pole into the cage to 
 oblige Jemmy. 9. While they were standing before the 
 cage, one of the keepers of the animals passed by. 10. " Mr. 
 Man," said Jemmy, "when will the lion roar?" 11. The 
 keeper stopped, looked puzzled, and then smiled. 12. " He 
 has no regular times to roar" he said, " but we can make 
 him snarl easily enough." 13. So he got a pole and pushed 
 it into the cage. 14. Sure enough, the lion did not like 
 it, and snarled loudly, but it was not much of a roar. 
 15. Jemmy was not at all pleased. 16. He wanted to hear 
 a roar that would make his hair stand on end. IT. He 
 seemed to wish to shiver. 18. " He is like all the rest of 
 them," said Jemmy; "he is nothing but a beast." 
 
 LESSON XLIII. 
 
 WHAT JOHN SAID ABOUT THE CAT FAMILY. 
 
 1. Here is a picture of a lion, a tiger, and a leopard. 
 2. The color of the lion is a dark yellow, or tawny. 3. On 
 his neck he has a shaggy mane, and on the end of his tail a 
 tuft of hair. 4. The tongue, the teeth, and the claws of all 
 the animals in the picture are like the cat's. 5. They differ 
 only in size. 6. " The fact is," said John, " all these animals 
 are only cats of a larger size." 7. They hunt for their prey, 
 and seize it in the same way the cat does. 8. They move 
 toward it slowlv and silentlv, until thev are near enough 
 
PART IV.] NATURAL HISTORY AND LANGUAGE. 127 
 
 for a spring; then they leap npon it suddenly. 9. Like 
 the cat, they can see well in the night, and most of their 
 game is taken at that time. 10. Most animals of the cat 
 family can climb trees, bat the lion and the tiger cannot. 
 11. When we tickle a cat, it will often throw itself upon its 
 back, bring its hind claws forward, and then suddenly push 
 them back. 12. A sheep was once tied to a stake, and a 
 tiger was brought near it. 13. The tiger instantly crouch- 
 ed down, and moved slowly toward the sheep until near 
 enough for a spring. 14:. Then he made a sudden leap, 
 seized the sheep by the throat, and turned over upon his 
 back. 15. He brought his hind -feet forward and pushed 
 them suddenly back, to tear the flesh of the sheep. 16. He 
 acted just as the cat does when in play it pretends to do 
 the same thing with our hands. 
 
 LESSON XLIY. 
 
 THE DOG FAMILY. 
 
 1. The children came to cages that contained wolves, hy- 
 enas, and foxes. 2. Here is a picture of a wolf, a spotted 
 hyena, and a fox. 3. John says the wolf and the fox belong 
 to the dog family. 4. " They are your cousins, Bose," said 
 John. 5. Bose looked at them, but did not seem to know 
 his own relations. 6. There is one thing very curious about 
 animals of the dog family ; they walk on their toes, and not 
 on the soles of their feet. 7. " Look at Bose's hind-leg," 
 
 said John : " he seems to have a knee ; that is really his 
 
 F2 
 
128 NATURAL HISTORY AND LANGUAGE. [PART IV. 
 
 heel." 8. Animals of the dog family have five toes on the 
 fore-feet, and four on the hind-feet. 9. The cat family have 
 the same number. 10. None of the dog family can seize 
 their prey with their claws, as cats do, neither can they 
 climb trees. 11. The shape of their teeth shows that they 
 were made to eat flesh like the cat family. 12. The man 
 that made the picture has put a spotted hyena with the 
 wolf and fox. 13. He looks as though he might belong to 
 the dog family, but really he does not. 14. He is a kind of 
 second-cousin to Bose and Tom. 15. The hyena has claws 
 like the dog's claws, but he has only four toes on his front- 
 feet. 16. His tongue, though, is not smooth, like the dog's, 
 but covered with horny claws, like the cat's tongue. 17. All 
 of these animals have been tamed. 18. John says be can 
 trust one of the dog family. 19. He means Bose, I sup- 
 pose. 20. "I do not think," said John, "that I should 
 like to trust myself in a dark night, on a lonely road, with 
 a tame wolf or a tame spotted hyena." 
 
 LESSON XLV. 
 
 SOME OF THE SCRATCHER FAMILY. 
 
 1. " Now," said John, " let us see if we cannot find some 
 handsome birds that are scratcher&P 2. In the picture 
 there is a peacock, a pheasant, a jungle-fowl, and a guinea- 
 fowl. 3. Sometimes we see peacocks in our poultry -yards. 
 4. There is no bird that has prettier feathers. 5. The pea- 
 cock can push up his tail-feathers in the shape of a fan, 
 
PART IV.] NATURAL HISTORY AND LANGUAGE. 129 
 
 just as the turkey does, but the feathers are very much 
 longer and very much prettier than the turkey's. . 6. The 
 round spots on the tail look a little like eyes. 7. They have 
 all the colors of the rainbow — red, green, golden, yellow. 
 8. The pheasant has his home in China. 9. He has no comb 
 on the top of his head. 10. Instead of a comb, he has a 
 tuft of feathers. 11. He can make these feathers stand up 
 when he pleases, and that gives him a proud look. 12. The 
 prettiest part of him is his very long and narrow tail. 
 13. His feathers, too, are almost as handsome as the pea- 
 cock's. 14. The jungle -fowl comes from India. 15. His 
 tail-feathers do not stand out almost straight behind like 
 the pheasant's, but hang down in a very long curve. 
 16. Chicken -Little has very pretty tail-feathers, but they 
 cannot compare with those of the pheasant and the jungle- 
 fowl. 17. Next comes the guinea-fowl. 18. Almost every- 
 body has seen it. 19. It has dark -gray feathers, almost 
 black, sprinkled all over with round white spots. 20. This 
 bird is not pretty. 21. The guinea-fowl makes a noise that 
 sounds like " go back — go back." 22. The voice of the pea- 
 cock is a loud scream that is not very pleasant to hear. 
 
 LESSON XLYI. 
 
 THE DUCK FAMILY. 
 
 1. Here is a picture of a swan, a wild duck, and gray 
 goose. 2. The duck and the swan are swimming on the 
 water. 3. The goose is standing on the shore. 4. They all 
 
130 NATURAL HISTORY AND LANGUAGE. [PART IV. 
 
 belong to the duck family, and have webbed feet. 5. The 
 swan has a neck much longer than the duck or goose. 6. It 
 cannot walk so well as they can, but it can swim much bet- 
 ter than either of them. 7. Most of the swans that we see 
 are white, but some that come from other countries are 
 black. 8. Some have black necks and white bodies. 9. The 
 tame swan is very strong. 10. It is said that it can break a 
 man's leg by a blow of its wing. 11. One kind of swan is 
 called the whistling swan, because it sings or whistles in a 
 very pleasant way as it flies. 12. The swan's bill is very 
 thick near the head. 13. It does not taper, as the goose's 
 bill does, almost to a point ; but, like the duck's bill, it is of 
 even width to the tip. 14. There is a kind of duck called 
 the eider-duck, that lives in cold countries. 15. The feath- 
 ers are very light and soft, and are made into quilts, and 
 sometimes into garments. 16. " Everybody knows," said 
 John, " that the feathers of the goose are used to make 
 pillows and beds." 17. The feathers are called live geese 
 feathers, because they are pulled out or plucked from the 
 living goose. 
 
 LESSON XLVII. 
 
 THE PENGUIN AND THE ALBATROSS. 
 
 1. In the picture there are some penguins standing up- 
 right on the sea -shore, and an albatross is rushing down 
 from above. 2. There are some swimmers that have very 
 broad and strong wings, and some that have no wings at all. 
 3. The wings of the penguin have little remnants of feath- 
 
PART IV.] NATURAL HISTORY AND LANGUAGE. 131 
 
 ers that look like the scales of a fish. 4. The wings, such as 
 they are, look more like the fins of a fish than they do like 
 the wings of a bird. 5. Perhaps they look still more like 
 the flippers of a turtle. 6. The penguin does not look 
 much like a bird, but we know that it is a bird, because it 
 is covered with feathers. 7. "ISTo feathers, no bird," said 
 John. The sure sign of a bird is feathers. 8. When there 
 are a good many penguins standing on the shore, they place 
 themselves in rows, and look like soldiers in ranks. 9. Look 
 carefully at the feet, and you will see that they are webbed. 
 10. "No web, no swimmer," said John. 11. If you look at 
 the feet of the albatross, you will see that they are webbed ; 
 so he is a broad-winged swimmer. 12. The fact that his 
 wings are so large and powerful shows that he must spend 
 much of his time in the air. 13. Still, as he gets his living 
 out of the water, he must need to use his feet sometimes in 
 swimming, so they are webbed. 
 
 LESSON XLVIII. 
 
 THE FLAMINGO. 
 
 1. Here is a strange - looking bird. 2. The legs of the 
 flamingo are so very long, and look so much like a pair 
 of stilts, that most people would say he is a wader. 3. In 
 the picture the bird has lifted one of his feet out of the 
 water, and you can see a web between the toes. 4. So we 
 know that he is not a wader, but a swimmer. 5. When 
 the flamingo stands up straight, he is nearly six feet high. 
 
132 NATURAL HISTORY AND LANGUAGE. [PART IV. 
 
 6. His neck, as you see, is very long, but the oddest part 
 of him is his bill. 7. His head is very small, but his bill is 
 very long, and has a curious bend in the middle. 8. He 
 would be very homely, if it were not for one thing ; he is 
 covered with beautiful scarlet feathers. 9. The flamingo's 
 long neck and his oddly shaped bill are, after all, of great 
 use to him. 10. As he stands in the water, he twists his 
 neck in such a way that the upper part of the bill rests on 
 the ground. 11. Then he stirs up the mud and water with 
 his webbed feet, and catches the insects and spawn that he 
 feeds on. 12. The flamingoes go in flocks, like ducks and 
 geese. 13. When they light on the shore of some river 
 they appoint a sentinel. 14. If danger approaches, the sen- 
 tinel gives a loud scream, and the whole flock rises into 
 the air with loud cries. 
 

Ih 
 
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