ECLECTIC EDUCATIONAL SUJUES. M C GUFFEY'S ECLECTIC THIRD HEADER: CONTAINING LESSONS IN PROSE AND POETRY. By Wm. II. MPGUFFBT, LL. D. PERMANENT STEREOTYPE EDITION. CINCINNATI: SARGENT, WILSON & HINKLE. NEW YORK : CLARK & MAYNaRD. I'f^Vf^ THE LIBRARY OF THE UNIVERSITY OF NORTH CAROLINA PRESENTED BY Robert M. Lester JK3BPPT tt V I yi^. / w I / Digitized by the Internet Archive in 2012 with funding from University of North Carolina at Chapel Hill http://archive.org/details/mcguffeysnewlyremcgu ©- - ECLECTIC EDUCATIONAL SERIES. : c GUFFEY'S NEWLY REVISED ECLECTIC THIRD READER, CONTAINING RULES FOR READING; AND EXERCISES IN ARTICULATION, DEFINING, ETC. BcbfseU ante KmprobcTi. Br Wm. H. M^GUFFEY, L. L. BSVISED ELECTROTYPE EDITION. CINCINNATI: SARGENT, WILSON & IIINKLE. NEW YORK: CLARK & MAYNARD. -® Q- -® FROM THE AMERICAN ANNALS OP EDUCATION. " The Eclectic System aims at embodying all the valuable principles of previous systems, without adhering slavishly to the dictates of any master, or the views of any party. The leading principle of this system is, that the child should be regarded, not as a mere recipient of the ideas of others, but as an agent capable of collecting, and originating, and producing most of the ideas which are necessary for its education, when presented with the objects or the facts from which they may be derived. While, on the one hand, the pupil is not reduced to a mere machine, we should carefully avoid the other extreme into which some have fallen, of leaving him to wander indefinitely in search of truth, in order to secure the merit of discovery." Entered according to the Act of Congress, in the year Eighteen Hundred and Fifty-Three, hy Winthrop B.-Smith, in the Clerk's Office of the District Court of the United States, for the District of Ohio. FROM THE EDUCATION REPORTER. Among the duties of the guardians of Public Education, it is one thing to provide the ways and means in support of the cause, another to obtain competent teachers ; and last, to fur- nish them, as you would the mechanic or artist, if you would expect the best result from their labors, with proper tools and materials : that is to say, with the best books. Money lavished in the purchase of inferior books, is not only lost, but that time, which is the most precious to the young for improvement, is gone, and can not be redeemed. McGuffey's Eclectic Readers are entitled to the approbation of all who wish good Books. Electrotyped at the Franklin Type Foundry, Cincinnati, Ohio. -® ©- PREFACE. This book is intended as a regular successor to the "Eclectic Second Reader ; " and to such other lessons in reading and spelling as form an equivalent to the first and second volumes in the ' ' Eclectic Series." Teachers, however, and pupils also, will find it best to use the series entire, as the several numbers are constructed on a uniform plan, and involve an identity of principle in more respects thaa would readily occur to a superficial observer. To those who may have used the Readers intended to precede the present work, little need be said in explanation of the method pursued in the arrangement of this volume. It only carries out still further the principles on which they were composed, and which will be found to characterize the Fourth Reader. In making his selections, the Compiler has drawn from the purest fountains of English literature, and has aimed to combine simplicity with sense, elegance with simplicity, and piett with both, so far as these qualities can be combined with that which is transferable to a printed page. For the copious extracts made from the Sacred Scriptures, he makes no apology. Indeed, upon a review of the work, he is not sure but an apology may be due for his not having still more liberally transferred to his pages, the chaste simplicity, the thrilling pathos, the living descriptions, and the matchless sublimity of the sacred writings. CT The rapid sale of the series gives additional confidence both in the principles and plan of arrangement. The renewal of the stereo- type plates has furnished an opportunity of thoroughly revising, improv- ing, and enlarging the work. This thorough revision has been very carefully made ; and the large amount of new matter which has been added, will, it is hoped, render the book still more worthy of the approbation of educators. -9 ®- ■® CONTENTS. PAGE. Stops used iu Reading and Writing ....8 Articulation 8 to 21 Suggestions to Teachers . ' 22 PROSE LESSONS. LESSON. PAGE. 1 Harry and his Dog, — with an engraving Miss Mitford. 23 2 Perseverance • Charlotte Elizabeth. 27 4 The Peaches Krummache.r. 31 5 The Little Philosopher Dr. Aiken. 33 7 The Song of the Dying Swan Todd. 38 9 Knowledge is Power Anonymous. 42 10 The Nettle Dr. Walsh. 44 11 The Horse, — with an engraving Bingley. 46 13 Effects of Rashness • Anonymous. 52 14 The Consequences of Idleness Abbott. 55 15 Advantages of Industry do. 58 16 The Colonist Dr. Ailcin. 61 17 Alexander the Great Anonymous. 65 19 Things by their Right Names Jane Taylor. 71 20 The Eagle, — with an engraving Compiled. 73 21 The Old Eagle Tree Todd. 75 22 Conflagration of an Amphitheater Croly. 77 23 The Way to be Happy ■ Citild at Home. 80 25 How a Fly Walks on the Ceiling Pearl. 85 26 A Contest with Tigers, — with an engraving Ed. Lit. Journal. 89 27 The Thunder Storm Scrap Book. 93 30 Murderer's Creek Paulding. 100 31 The Lion, — with an engraving Compiled. 104 32 Short Sentences John Mason. 109 83 Musical Mice German Stories 111 34 Character of Jesus Christ Bishop Porleus. 114 36 The Golden Rule • . . Mrs. Embury. 117 37 The Elephant, — with an engraving Compiled. 120 38 The Lost Child Abbott. 123 40 Little Victories , Miss Martineau. 128 41 Extract from the Sermon on the Mount Bible. 134 42 Stories about the Bear, — with an engraving Anonymous. 137 43 The Rainbow • Sturm. 141 45 A Wonderful Instrument Jane Taylor. 145 46 Solomon's Wise Choice Bible. 148 ©- A -0 i.0 CONTENTS. 5 LESSON. . PAGE. 47 The Noblest Revenge- Eng. Magazine. 150 4S Character of the Icelanders Henderson. 154 50 Bonaparte Crossing the Alps, — with an engraving Scott. 159 51 Description of Pornpey's Pillar Irving. 1G2 52 Anecdotes of Birds Hall. 1S5 54 The Goodness of God Bible. 170 55 Works of the Coral Insect Univ. Review. 172 57 Giraffe, — with an engraving Compiled. 177 59 Value of Time and Knowledge Hawes. 1S2 61 Consequences of Bad Spelling London Gift. 187 62 Bad Spelling, continued do. 190 63 The Importance of Well Spent Youth Y. Magazine. 192 65 Metaphysics Anonymous. 1 95 66 The World of Chance • . . . Todd. 197 07 The World of Chance, continued . do. 20() C8 The Wild Goose, — with an engraving Booh of Animals. 203 69 Difference between Man and the Inferior Animals .... Jane Taylor. 200 7L The Generous Russian Peasant Karamsin. 210 73 Touch Not— Taste Not — Handle Not Beecher. 214 77 Gospel Invitation Isaiah lv. £22 POETICAL LESSONS. LESSON. PAGE. 3 Try, Try Again Palmer. 29 6 We are Seven Wordsworth. 35 8 Children's Wishes . ." Mrs. Oilman. 40 12 Christian Light and Hope Bowring. 50 18 The Child's Inquiry Anonymous. 68 24 Hollow, Hollow Anonymous. 83 28 The Thunder Storm Mrs. Hemans. 97 29 The Sky Lark Mrs. Hemans. 99 35 Passing Away Mrs. Hemans. 115 39 The Dead Mother Anonymous. 126 44 The Rainbow Campbell. 142 49 Freaks of the Frost Miss Gould. 157 53 The Boy and Butterfly Mrs. Wilson. If 8 56 The Coral Insect Mrs. Sigoufney. 175 58 Consolation of Religion to the Poor Percival. 1£0 60 The Knell of Time Anonymous. 185 04 The Moss Covered Bucket Woodworth. 194 70 The Winter King Miss Gould. 208 72 A Mother's Gift W. Ferguson. 212 74 The Festal Board Anonymous. 217 75 Awake, Zion Isaiah iii. 219 76 The Destruction of Senuacherib Byron. 221 78 On Prayer Literary Journal. 224 79 The Dying Boy Mrs. Sigourney. 225 ®- .&■ <> STOPS USED IN READING AND WRITING. TO BK COMMITTED TO MEMORY BY THE PUPIL. &~ Punctuation is designed to assist the reader to discern the grammatical construction, to relieve the voice, and to add force and clearness to expression. A Comma [ , ] is the shortest pause, and the voice should stop, the time of pronouncing one syllable. A Semicolon [ ; ] requires that the reader's voice should stop, about the time of pronouncing two syllables. A Colon [ : ] is a pause, at which the reader's voice should stop, the time of pronouncing four syllables. A Period [ . ] is a full stop, requiring, generally, a depression of the voice, and the reader's voice should stop, the time of pro- nouncing six syllables. A note of Interrogation [ 1 ] shows that a question is asked, and the sentence preceding it should be closed with a raised or elevated tone of voice, except when a question is asked by who, which, what, how, why, when, where, wherefore, which sentences should be read with a depression of the voice at the end of them. A note of Exclamation [ ! ] is a mark of wonder, surprise, or admiration. The reader's voice should stop as long at a note of exclamation and interrogation as at a colon. A Hyphen [ - ] is used in connecting compound words ; it is also used when a word is divided, and the former part of the word is written at the end of one line, and the latter part of it at the beginning of another. In this case, it always should be placed at the end of the first line. A Parenthesis ( ) includes something explanatory, which, if omitted, would not obscure the sense. The words included in parentheses should be read with a weaker tone of voice than the rest of the sentence. A- -» STOPS USED IN READING AND WRITING. 7 An Apostrophe [ ' ] is used to show the possessive case, as a ■man's property. It is likewise used to show that some letter or letters are omitted, as lotfd for loved, 7 is for it is, &c. An Asterisk, [ * ] Obelisk, [ f ] Parallels } [ || ], and many other marks, are used to direct the reader to some note or remark in the margin, or at the bottom of a page. A Caret [ a ] is used in writing, to show that some letter or word has been omitted through mistake. In this case, the letter or word should be inserted above the line, and the caret under it ; n her thus, man er ; I love for her modesty and virtue. a A J A Quotation [ " " ] is two inverted commas, placed at the beginning of a passage, which is quoted from some other author, and two apostrophes, placed at the conclusion of it ; as, " The proper study of mankind is man." A Section [ J ] is used to divide a discourse or chapter into parts. An Index or Hand [ 0^/= ] points out a remarkable passage, or something that requires particular attention. A Paragraph [ IT ] denotes the beginning of a new subject. The Crotchets [ ] include a word or sentence, which is intended to exemplify the foregoing sentence, or which is intended to supply some deficiency, or rectify some mistake. An Ellipsis [ — ] is used when some letters in a word are omitted ; as k — g for king; it is also used to denote an uncertain pause only ; it is then called a dash. A Brace [ \ ] is used to connect several lines or words together. A Dmresis [ " ] is put over the latter of two vowels, to show that they belong to two distinct syllables ; thus, Creator. A Capital Letter should begin the first word of every book, chapter, letter, note, or any other piece of writing ; the first word after a period ; the appellations of the Deity, as Lord, Jehovah, God, Messiah; proper names of persons, places, mountains, rivers, ships, &c, as George, York, Alps, &c. ; every line in poetry ; the pronoun I, and the interjection O ; every substantial and princi- pal word in the titles of books, as Eclectic Reader, t$— -$ •6 ARTICULATION. Distinct and correct Articulation lies at the foundation of all excellence in reading, conversation, and public speaking. That there is a great and general defect in early education, in this particular, all who are acquainted with the subject, will bear testimony. The remedy should be applied where the evil com- mences. The faculty of articulating distinctly, and of pronounc- ing correctly, may be acquired with as much certainty as that of spelling, requiring, for this purpose, merely the same degree of attention. This is pre-eminently a branch, which can be taught only by example. The teacher's voice must be the model, and the pupil must imitate him, and practice, in this way, must be persevered in, until the object is accomplished. Varied and numerous Exercises on vowel and consonant sounds are given here and in the body of the book, a careful, repeated, and persevering practice of which, will, it is believed, abundantly reward the teacher and the learner. EXERCISE I. VOWEL SOUNDS. Let the teacher utter each word and then its vowel sound, and let the pupil imitate him closely and carefully: thus, Mate, a : Rate, a : Far, a. &c. [Note. This Key of the Towel sounds is the same as that contained in McGuffey's Eclectic Spelling Book.] KEY TO THE VOWEL SOUNDS. A iiiii , i a. mate, rate, rain, say, they, feint, break, weigh. 2 2 2 2 2 2 2 2 , 2 ,, a. man, ran, pan, tan, can, van, fan, shall. 33 333 33 3 3 a. far, star, ah, aunt, hard, heart, guard, psalm. 444444 4 44 a. ball, talk, hall, pall, pause, saw, broad, fraud. 5 5 5 2.2 a. was, what. (The same as o in not.) -3 OE THE ECLECTIC SERIES. E i i i i i i i i e. me, he, tree, sea, key, field, people, police. e. met, set, bell, bread, dead, said, any, bury. 333 3333 e. her, err. (The same nearly as i and u in sir, fur.) I ii ii ii i ii i. pine, fine, lie, sky, type, sleight, guise, aisle. 2 2 2 2 2 2 2 i. pin, pill, sin, guilt, been, busy, surfeit, sieve. 3 3 3 3 3 3 3 i. sir, bird. (The same, nearly, as e, u, in her, fur.) Fas a vowel has throughout the same sound as I. o 11111 II 1 o. no, go, door, loam, toe, soul, though, bureau. 2 2 2 2 2 5 5 o. not, shot, blot, body. (The same as a in was.) 3 3 3 3 4 4 o. nor, cork, fork. (Nearly the same as a in fall.) 44444 4.4 o. wolf, wool, hoof, roof. (The same as u in full.) 55 5555 5 5 o. move, who, tool, fool, soup, shoe, canoe. 6 G 6 6 6 2 2 o. love, son, none, flood. (The same as u in tub.) U ii i i ii ill u. rude, tube, plume, blue, juice, hew, lieu, fuel. 2 2 2 2 2 6 6 u. rub, tub, sun, such. (The same as o in ton.) 3 3 3 3 13 3 3 u. fur, curl, furl. (The same as e, i, in her, sir.) 4 14 4 4 4 4 u. full, pull, push, bush. (The same as o in wolf.) Oi, Oy. Ou, Ow. oi. oil, boil, voice, noise, boy, coy, joy, toy. ou. our, sour, ground, hound, owl, now, bow, how. EXERCISE II. CONSONANT SOUNDS, (This exercise is in part a review of the instruction on this subject, contained in the Second Reader of this series.) In these exercises, let the sound of each letter, as nearly as possible, be given, and not its name : bad, here, should not be ©- @ 10 m«guffey's third reader. spelled in the usual manner, be-a-de, but b (the sound being 2 i given) a, (not a) d, (not de), bad. After thus articulating the sounds, pronounce each word forcibly and distinctly, the teacher leading, step by step, and the pupil imitating him. Silent letters are sometimes omitted, that the sound alone may occupy the mind. Ill 2 2 B. Be, by, bo, boy, bow, bib, bob. II 2 2 2 2 2 2 2 D. Dy, deed, did, dab, bad, bed, bid, bud, dub. F. Fy, fib, fob, fed, buff, beef, dof, duff, fif. G. Go, gad, gig, gaf, bag, beg, fog, fig, big, dig. III 22222 H. Ha, he, hi, how, hub, had, hag, hog, hug. 1 222 2 2222 J- Jo, joy, gib, jig, gill, job, jag, jug, juj, fuj. 22 2222 22 K. Kill, cat, cow, cob, bak, dik, cag, quit, quell. 1222 2 222 222 L. Lo, lul, lol, lad, led, del, bil, hil, mil, sil, pil. I 1 2 2 2 2 2 2 M. Me, my, mum, mad, mud, muf, mug, ham. II 2^22 222 N. No, nu, now, nab, nod, nik, man, fan, can. P. Pi, pe, pu, pop, pip, pig, pil, lip, nip, map. 111 223 333 3 II. Ri, ro, reer, rib, red, far, nor, her, fur, pur. 112 2 22 22 22 S. Sa, se, sad, sed, cil, fus, kis, las, mis, sis. 1122 2 222 22 T. Te, ty, tat, tub, tug, hat, fat, cat, mat, tat. 2 22 2 2 222 V. Van, vat, duv, giv, hav, liv, luv, siv. 1112 2 2 2 2 2 W. Wa, we, wo, web, wed, wod, wig, wel, wag. * Y. Ye, yu, yam, yon, yes, yet, yot, yel. 12 2 22 2 2 2 Z. Ze, zed, zag, buz, hiz, haz, woz, riz. 12 222 2 2 2 Sh. Shu, shad, shal, ship, dash, fish, lash, rash. i i i t i Zh. Zha, zhe, zhi, zho, zhu, zhoi, zhow. 222 222 2 2 Ch. Chid, chin, chop, chip, chat, rich, much,, such. 2 2 2 2 2 2 2 Th. Thik, thin, duth, hath, pith, seth, rath. 1112 2 2 Th. Thee, thy, tho, them, than, then, they. Ng. Bang, ding, fang, gang, hang, king, pang. 2 2 2 2 2 3 3 Nk. Bank, kink, lank, pink, sank, sink, rank. @> , @ -© OF THE ECLECTIC SERIES. 11 EXERCISE III. CONSONANT SOUNDS COMBINED. Utter the sound of the letters and pronounce very distinctly. The combined consonants should be uttered together and not separately, their sound, as nearly as possible being given and not the names of the letters. Thus, bred should not be spelled 1 2 2 be-er-e-de, but br-e-d, bred. Some of the syllables are formed and spelled arbitrarily, that the sound of the letters may be more easily uttered. Double letters, as 11, ff, are sounded as single letters. Br. Bred, brag, brig, brow, brat, brim. 2 2 2 2 2 2 Bz, bst. Fibs, fibst : robs, robst : rubs, rubst, &c. Bd, bdst. Fib'd, fib'dst: rob'd, rob'dst : rub'd, &c. 2 2 2 1 2 1 Bl. Bled, blab, bless, blow, bluff, blu. 112 2 2 2 Bl. Fabl, stabl, nibbl, babbl, gobbl, hobbl. Biz, blst. Fabl's, fabl'st : stabl's, stabl'st : nibbl's. Bid, bldst. Fabl'd, fabl'dst : stabl'd, stabl'dst, &c. __ -* a z j; ^ •* i Dr. Drip, dril, drop, drag, drug, drum, dra. 2 2 2 2 2 2 Dz, dst. Rids, ridst : adds, addst : sheds, shedst. Dl. Addl, paddl, saddl, peddl, fiddl, rlddl. Dlz, dlst. Addl's, addl'st : paddl's, paddl'st: saddl's. Did. Addl'd, paddl'd, saddl'd, peddl'd, fiddPd. i3 iS * J A *• Fr. Fret, frog, fred, from, fril, frend. 2 2 2 2 2 2 Fs, 1st. Cufs, cufst : pufs, pufst : stufs, stufst. 2222222 Ft. Lift, waft, raft, sift, drift, graft, rift. 2 2 2 2 2 2 Fts, ftst. Lifts, liftst : wafts, waftst : rafts, raftst. Fl. Baffl, raffl, shuffl, muffl, ruffl, rifl, trili. -® ® 12 m«-guffey's third reader. Fls, fist. Baffl's, bam'strrafrTs, raffll'st: shuffl's. Fid, fldst. Baffl'd, baffl'dst: raffl'd, raffl'dst: shuffl'd. Gr. S 2 2 2 2 2 Grot, grab, grim, grub, grm, grip. Gz, gst. 9 2 2 2 2 2 Begs, beg'st: digs, dig'st: gags, gag'st. Gd, gdst. 2 2 2 2 2 Beg'd, beg'dst : dig'd, dig'dst : gag'd. Gl. 2 2 2 2 2 Higgl, giggl, joggl, boggl, juggl. Glz, gist. Higgl's, higgl'st: glggl's, giggl'st. Gld gldst. Higgl'd, higgl'dst: giggl'd, giggl'dst. Jd. Juj'd, doj'd, hej'd, vvej'd, rij'd, flej'd. Kr. Crum, crib, crag, cram, crop, cry, cro. Kw } (qu). 2 2 2 2 2 2 Quit, quell, quip, quid, quick, quack. Ks, kst. (x .) Kicks, kick'st : mix, mixt : fix, fixt. Kt, kts. 2 2 2 2 2 2 Act, acts : fact, facts : sect, sects. Kl. 2 2 2 2 2 2 Club, clad, cliff, cackl, tackl, buckl. Klz, klst. 2 2 2 2 Cackl's, cackl'st : tackl's, tackl'st. Kid kldst. 2 2 2 2 Cackl'd, cackl'dst : tackl'd, tackl' dst. Lf. 2 2 2 2 Elf, pelf, self, shelf, gulf, sylph. Ld. Ill 1 1 1 Hold, fold, mold, yield, field, shield. Ldz , ldst. i i ill Holds, hold'st : folds, fold'st : molds. Lz, 1st. Fills, ffll'st: pulls, pull'st: drills, &c. Lt, Its. 2 2 2 2 2 2 Melt, melts : pelt, pelts : tilt, tilts, &c. Mz, mst. 11 11 Names, nam'st : tames, tam'st. Md, mdst. ii ii Nam'd, nam'dst : tam'd, tam'dst. Nd. s Lend, bend, rend, mend, end, blend. &- -® OF THE ECLECTIC SERIES. 13 Ndz, ndst. Ndl. Ndlz, ndlst. Ndld, ndldst. Nks, nkst. Nkd. Nz, nst. Nt, nts. Nch, nchd. Ngz, ngd. Nj, njd. Pr. PL Ps, pst. Pt, F ts, Rj, rjd. Rd. Rdz, rdst. Rk. Rka, rkst Rl. Rlz, rlst. Rid, rldst. Lends, lend'st: bends, bend'st: sends. Handl, kindl, fondl, trundl, dandl. 2 2 2 2 Hahdl's, handl'st : kindl's, kindl'st, &c. Handl'd, handl'dst : kindl'd, kindl'dst. 2 2 2 2 Banks, bank'st : clanks, clank'st. Bank'd, clank'd, wink'd, thank'd. 2 2 2 2 2 2 Wins, winst: sins, sinst: spins, spinst. 2 2 2 2 2 2 Hint, hints : print, prints : cent, cents. 2 2 2 2 Pinch, pinch'd : flinch, f linch'd. 2 2 2 2 Hangs, hang'd : bangs, bang'd. ii ii Range, rang'd : change, chang'd. Prim, prop, prat, prig, pride, prone. 2 2 2 2 2 Plant, pluck, appl, grappl, crippl. Nips, nipst: taps, tapst: claps, clapst. 2 2 2 2 2 Adopt, adopts : adept, adepts : accept. 3 3 3 3 3 Merge, merg'd : urge, urg'd : charge. 3 3 3 1 1 i Card, curd, herd, ford, hord, bord. 3 3 3 3 3 Cards, card'st : curds, curd'st : herds. 3 3 3 3 6 3 Bark, mark, hark, lurk, work, cork. 3 3 3 3 3 Barks, bark'st: marks, mark'st: harks. 3 3 3 3 3 3 Curl, furl, hurl, whirl, twirl, purl, &c. 3 3 3 3 3 Curls, curl'st : furls, furl'st : hurls, &c. Curl'd, curl'dst: furfd, furl'dst: hurl'd. o- Rm. Arm, farm, harm, charm, term, form. 3 3 3 3 Rmz, rmst. Arms, arm'st : farms, farm'st : harms. 3 3 3 Rmd, rmdst. Arm'd, arm'dst : farm'd, farm'dst. •o 9 14 mcguffey's third reader. Z _ 3 3 4 3 Rn. Turn, churn, darn, warn, scorn. 3 a . r 3 Rnz, rnst- Turns, turn'st : churns, churn'st. 3 3 3 3 Rnd, rndst. Turn'd, turn'dst : churn'd, churn'dst. 3 3 3 3 3 3 Rt. Hurt, dart, part, start, sort, girt. 3 3 3 3 3 Rts, rtst. Hurts, hurt'st: darts, dart'st : parts, &c. 3 3 3 3 Rch, rchd. Arch, arch'd : march, march'd : parch. -i ~ -S A A X Sk. Skip, skim, scab, scull, scum, scan. 3 3 2 2 2 " Ask, task, mask, risk, whisk, frisk. 3 3 2 2 Sks. Asks, tasks, masks, risks, whisks. 3 3 3 3 Skd, skst. Ask'd, ask'st : task'd, task'st : mask'd. 33 3 3 22 Sp, sps. Gasp, gasps : rasp, rasps : lisp, lisps. 3 3 2 3 2 Spd. Gasp'd, rasp'd, lisp'd, clasp'd, crisp'd. 2 2 2 2 2 St, sts. Nest, nests : chest, chests : crest, &c. 2 2 2 2 2 2 Sw. Swim, swift, swig, swell, swill, swum. 2 2 2 2 2 1 Str. Strap, strip, strop, stress, strut, strife. S 2 2 2 2 3 Tl. Rattl, tattl, nettl, settl, whittl, scuttl. Tlz, tlst. Rattl's, rattl'st: tattPs, tattl'st: nettl's. Tld, tldst. Rattl'd, rattl'dst : tattl'd, tattl'dst, &c. 2 2 2 2 2 2 Ts, tst. Bets, bet'st : pits, pit'st : dots, dot'st. 2 3 1 1 Tvv. Twin, twirl, twice, twine. 22222 22 Tr. Trip, trot, trill, trod, trim, trap, tress. 2 2 6 6 1 Vz, vst. Giv's, giv'st : lov's, lov'st : sav's, &c. 2 2 2 2 Zm, zmz. Chasm, chasms : spasm, spasms. 2 2 2 2 2 Zl. Frizzl, drizzl, dazzl, puzzl, mizzl. 2 2 2 2 Zlz, zl'd. Frizzl'z, frizzl'd : drizzl'z, drizzl'd, &c. O ®- OF THE ECLECTIC SERIES. 15 Cht, (tsht) Sht. Shr. Thd. Thz, thzt. Ngz, ngst. JNgd, ngdst. Nks, nkst. Nkd, nkdst. Reach'd, preach'd, leech'd, pinch'd. 2 2 2 2 2 Dash'd, mash'd, lash'd, gash'd, flash'd. 2 2 2 2 2 Shred, shrub, shrug, shrill, shrimp. lid 1 Bath'd, sheath'd, sooth'd, breath'd. ii i i Bath's, bath'st : sheath's, sheath'st. 2 2 2 2 2 Hangs, hangst: bangs, bangst: brings. 2 2 2 2 Hang'd, hang'dst : bang'd, bang'dst. 2 2 2 2 Thanks, thankst : ranks, rankst. 2 2 2 2 Thank'd, thank'dst : rank'd, rank'dst. Dth, dths. Width, widths : breadth, breadths. — 3 3 3 3 3 Kl, &c. Circl, circl's, circl'st, circl'd, circl'dst. Lj, ljd. Bilj, bilj'd: bulj, bulj'd.— Lb, lbz. Alb, albs: bulb, bulbs. — Lk, &c. Milk, milks, milk'st, 2 2 2 2 2 milk'd. — Lm, &c. Elm, elms: helm, helms: whelm, 2 2 2 2 2 2 whelms: film, films. — Lp, &c. Help, helps, help'st, 2 2 2 2 2 2 help'd, help'dst. — Lv, &c. Valv, valvs, valv'd: delv, 2 2 2 2 2 delvs, delv'd. — Lch, &c. Belch, belch'd : filch, 2 2 2 2 2 filch'd. — Lth, &c. Health, healths : wealth, wealths. Mf, arm. bark. bar. spare Avar. larch. < iharm mark. hair. sure. corn. starch. dark. are. stair. lure. born. arm. harm. spark, lark. star, mar. care, bare. pure, cure. horn, morn. T final. Incorrect. Correct. Incorrect. Correct. Bes for best. soff for SOf?. res H rest. off it oft. eas lease moce hoce M (< <( C< east, least, most . host. wep kep slep ob-jec « « wep?. kep?, slep?. ob-jec?. los (i lost. sub-jec it sub-jec?. tos << tost. per-fec it per-fec?. nes (I nest. dear-es n dear-es?. les it lest. high-es it high-es?. gues It gues,'. warm-es n warm-es?. las ll las?. firm-es u firm-es?. trus mis u (« trus?. mis?. cheap-es weak-es u a cheap-es?. weak-es?. wes (( wes?. bright-es u bright-es?. ches ® (i ches?. i strong-es K strong-es?. -o 20 M°GUFFEY S THIRD READER Incorrect. Hoce boce tes lifs tuff's ac's for TS final. Correct. Incorrect. Correct. hosts. see's for sects. hosts. bus a husts. tests. cense (C cents. lifts. tense (< ten^s. tufts. ob-jec's U ob-jeefs. acts. re-spec's u re-spec£s The preceding exercises contain some of the most prominent exam- ples in which single letters are often neglected in articulation. The number might be much increased, but it is left for the teacher to add to them as he may see proper. EXERCISE V. Let the learner frequently practice in pronouncing, slowly and care- fully, words like the following, giving to each syllable its appropriate sound. These words are so divided as to show the proper sound of each letter. Mag-nan-i-mous. Me-lo-di-ous. Sta-bil-it-y. O-be-di-ence. Pre-dom-in-ance. Trans-fig-u-ra-tion. Mis-eel -la-ne-ous. Phil-o-soph-ic-al. Mag-na-nim-it-y. Ad-min -is-tra-trix. Rec-om-mend-a-tion. Sub-serv-i-ent-ly. An-ni-hi-la-tion. C on-grat-u -la-to-ry . Per-son-i-fi-ca-tion. Be-at-i-fi-ca-tion. Prac-tic-a-bil-it-y. P en-e-tra-b il-it-y . Gen-er-al-is-si-mo. Rec-om-mend-a-to-ry. Al-le-gor-ic-al-ly. An-te-di-lu-vi-an. Pre-des-ti-na-ri-an. En-cy-clo-pe-di-a. Het-e-ro-ge-ne-ous. Gu-ber-na-to-ri-al. Pu-sil-la-nim-it-y. In-ter-rog-a-tive-ly. Per-pen-dic-u-lar-it-y. Im-pen-e-tra-bil-it-y. Plen-i-po-ten-tia-ry. E t-y-mo -log-ic-al-ly . In-con-sid-er-a-ble-ness. In-ter-co-lum-ni-a-tion. An-ti-pes-ti-len-tial. Hi-e-ro-glyph-ic-al-ly. In-con-tro-vert-i-bil-it-y. In-com-pre-hens-i-bil-it-y. OF THE ECLECTIC SERIES. 21 EXERCISE VI. Sentences like the following may be practiced upon 'with great ad- vantage, for the purpose of acquiring distinctness and precision in articulation. This act, more than all other acts, laid the ax at the root of the evil. It is false to say he had no other faults. The magistrates ought to prove the charge. The magistrates sought to prove the charge. Back ! to thy punishment, false fugitive. The hosts still stand in strangest plight. That last still night. That lasts till night. He was most formidable and unmanageable. His works demonstrate his existence. On either side an ocean exists. On neither side a notion exists. Among the rugged rocks the restless rangers ran, I said pop-u-lar, not pop'lar. I said om-nip-o-tencc, not omnipertance. I said p re-vail, not pr'vail. I said 6e-hold, not b hold. He peremptorily refused to enter the receptacle of the dead. He acts from disenteresteel motives. Think'' st thou so meanly of my Phocion ? Overwhelmed with whirlwinds and tempestuous fire. Henceforth look to your hearths. Canst thou minister to a mind diseased ? My Lords, this is a tremendous and awful crisis. A thousand shrieks for hopeless mercy call. To Teachers. — The preceding exercises have been prepared with much care, and it is believed, will be found very useful in aiding the teacher and pupil in this much-neglected department of education. It must be borne in mind, that very much depends upon the teacher — that unremitting attention on his part is absolutely necessary — that his voice must be the model for the pupil ; and that repeated and per- severing practice is necessary, but will, with great certainty, produce the desired result. Bad habits in articulation are almost always formed in early child- hood, and very young children may be made to understand and profit by instruction on the subject. But, once more, let it be remembered iMt every thing, in this matter, depends upon the teacher. & : _ © ©— © SUGGESTION'S TO TEACHERS. It ig recommended that the pupil be required to master every thing as he goes along. He should remember that reading is a study, requir- ing much time and attention. The Remarks on the subject of reading need not, as a general tiling, be committed to memory, but only well studied, so as to be understood. They are designed to assist the learner in acquiring correct habits of reading, are generally short and simple, and have a direct, though not exclusive reference to the lesson which immediately follows. The Exercises in Spelling, will, it is believed.be found eminently beneficial in fixing in the memory the orthographical form of words, not only as they appear in the columns of a spelling-book or dictionary, but in all the variety of their different numbers, oblique cases, degrees of comparison, modes, tenses, and other forms in which they are found in a reading lesson. The Exercise of Defining produces a similar effect in regard to the meaning of the terms employed. It must be recollected, how- ever, that it is the connection alone, that can convey to the mind, the true meaning of words. No two words in the language are exactly alike in signification. How then can definition, merely, be made to convey their import ? The Exercises in Articulation in the Introduction and between the Reading Lessons, form a new feature in this edition, to which the attention of teachers is particularly invited. The Exercises in Articulation and Pronunciation, prefixed to each lesson, refer to those errors which are most commonly observed among the imperfectly educated, although they are by no means confined to that class. In marking these errors, it is frequently impossible to express, by any combination of letters, the faulty sounds- All that can be accomplished is an indication of the error. The Teacher is requested to use the labors of the compiler here, as in all other particulars, as hints rather than rules, and thus to exercise his own judgment and good sense in giving extension to the principles involved in this book. The Questions appended to each lesson, are, as in the preceding volume, designed to suggest, rather than to direct, the interrogative method of oral instruction. The Teacher will frequently find questions, the answers to which are not contained in the antecedent lesson, but I only suggested by it. This is calculated to awaken inquiry on the part of the pupil, and to lay the instructor under a kind of obligation to read the lesson over carefully, before he attempts to hear it recited by the learner ; a plan which the author can not too earnestly recom- mend in regard to every possible kind of teaching. @ . — — . £ & @ THIRD READER LESSON I. ■WORDS TO BE SPELLED AND DEFINED. 1. In-vert'-ed, turned upside down. I 7. Pil'-fer-er, one who steals little Sat-is-fac'-tion, gratification. Vig'-il-ant, watchful. [things. 8. Mor'-sel, a small piece. Naught'-i-ness, bad conduct. 9. Buf'-fet-ing, striking with the Dis-patch'-ed, finished. Gar'-lands, flowers wreathed or twisted together. 4. Pit'-i-ful, causing pity. hand. 5. Plight, condition, state. 11. Glee, joy, mirth. 6. Pen'-sion-er, one who is regularly Sub-si'-ded, become quiet. supported by others. ! Dis-con'-so-late, without comfort. To Teachers. — Though the paging of this edition is a little changed, the Reading Lessons remain in all respects precisely the same, and can be used without the least difficulty with former editions, by refer- ring the pupil to the number and title of the lessons instead of the page. 30?* In orthography, Dr. Webster's system, now the established stand- ard, is adopted in the Eclectic Series. J£W* In defining words, that meaning only has been given, which is appropriate to them in the connection in which they are used. J^^- The figures denote the paragraphs in which the words may be found. HARRY AND HIS DOG. Remark. — To read, is, to convey, by means of the voice, to the ear of others, thoughts and feelings which are expressed by letters, words, and sentences, to the eye. Utter each letter distinctly. — Frisk, not fris: break-fast, not break- fas: ground, not groun: gar-lands, not gar-lan's: friends, not film's: firm-est, not Jirm-es: most, not moce: bark-ing, not bark-in: roll-ing, not roll-in: com-ing, not com-in: teas-ing, not teas-in. 1. "Beg, Frisk, beg!" said little Harry, as he sat on an inverted basket, at his grandmother's door, eating with great satisfaction, a porringer of bread and milk. His little sister Annie, who had already dispatched her breakfast, sat on the ground opposite to him, now twisting her flowers into gar- lands, and now throwing them away. ©- -« 24 McGUFFEY's THIRD READER 2. " Beg, Frisk, beg ! " repeated Harry, holding a bit of bread just out of the dog's reach ; and the obedient Frisk squatted himself on his hind legs, and held up his fore paws, waiting for master Harry to give him the tempting morsel. 3. The little boy and the little dog were great friends. Frisk loved him dearly, much better than he did any one else ; perhaps, because he recollected that Harry was his earliest and firmest friend during a time of great trouble. 4. Poor Frisk had come as a stray dog to Milton, the place where Harry lived. If he could have told his own story, it would probably have been a very pitiful one, of kicks and cuffs, of hunger and foul weather. 5. Certain it is, he made his appearance at the very door where Harry was now sitting, in miserable plight, wet, dirty, and half-starved ; and that there he met Harry, who took a fancy to him, and Harry's grandmother, who drove him off with a broom. 6. Harry, at length, obtained permission for the little dog to remain as a sort of out-door pensioner, and fed him with stray bones and cold potatoes, and such things as he could get for him. He also provided him with a little basket to sleep in, the very same, which, turned up, afterward served Harry for a seat. 7. After a while, having proved his good qualities bv bark- ing away a set of pilferers, who were making an attack on the great pear tree, he was admitted into the house, and became one of its most vigilant and valued inmates. He could fetch or carry either by land or water ; would pick up a thimble or a ball of cotton, if little Annie should happen to drop them ; or take Harry's dinner to school for him with perfect honesty. 8. " Beg, Frisk, beg ! " said Harry, and gave him, after long waiting, the expected morsel. Frisk was satisfied, but Harry was not. The little boy, though a good-humored fellow in the main, had turns of naughtiness, which were apt to last him all day, and this promised to prove one of his worst. It was a holiday, and in the afternoon, his cousins, Jane and William, were to come and see him and Annie, and the pears were to be gathered, and the children were to have a treat. ©• OF THE ECLECTIC SERIES. 25 9. Harry, in his impatience, thought the morning would never be over. He played such pranks, buffeting Frisk, cut- ting the curls off Annie's doll, and finally breaking his grand- mother's spectacles, that before his visitors arrived, indeed, almost immediately after dinner, he contrived to be sent to bed in disgrace. 10. Poor Harry ! there he lay, rolling and kicking, while Jane, and William, and Annie, were busy about the fine mellow Windsor pears. William was up in the tree, gath- ering and shaking, Annie and Jane catching them in their aprons and picking them up from the ground ; now piling them in baskets ; and now eating the nicest and ripest, while Frisk was barking gayly among them, as if he were catching Windsor pears too. 11. Poor Harry ! He could hear all this glee and merri- ment, through the open window, as he lay in bed. The storm of passion having subsided, there he lay weeping and disconsolate, a grievous sob bursting forth every now and then, as he heard the loud peals of childish laughter, and as he thought how he should have laughed, and how happy he should have been, had he not forfeited all this pleasure by his own bad conduct. 12. He wondered if Annie would not be so good-natured aa to bring him a pear. All on a sudden, he heard a little foot on the stair, pit-a-pat, and he thought she was coming. Pit- a-pat came the foot, nearer and nearer, and at last a small head peeped, half afraid, through the half-open door. &_ 3 & 26 m c guffey's third reader 13. But it was not Annie's head; it was Frisk's — poor Frisk, whom Harry had been teasing and tormenting all the morning, and who came into the room wagging his. tail, with a great pear in his mouth, and, jumping up on the bed, he laid it in the little boy's hand. 14. Is not Frisk a fine grateful fellow? and does he not deserve a share of Harry's breakfast, whether he begs for it or not? And little Harry will remember that kindness will always be rewarded, and that ill-nature and bad temper are connected with nothing but pain and disgrace. Miss Mitfoeb. Questions. — "What is the subject of this lesson ? "Who took the little deg's part •when he had no friends ? How did Harry lose his share in the holiday's sport ? How did Frisk show his gratitude to his master ? What will Harry learn from the events of this day ? What three points or marks are connected with the first three words in the lesson ? In the 10th paragragh, what stop is that after the word "ground?" In the last paragraph, what note is that after the word " fellow ? " In the fifth paragraph, what word can you put in the place of " plight," and make sense ? TO TEACHERS. This book is designed to make reading a study; and in no other way can its fall benefit be realized. The definitions, questions, and the exercises in articulation and pronunciation, are given merely as a specimen of the manner in which the book should be used, and are, by no means, con- sidered a complete list.' The intelligent and industrious teacher will constantly draw on his own resources for the purpose of varying and extending the exercise. Not one word should be passed by, until the pupil understands its meaning, and can articulate distinctly and pro- nounce correctly, every letter and syllable. In the latter labor, much aid will be derived from practice on the Exercises found on pages 8 to 21, and between the lessons in the body of the work, and also those oonnectod with each Reading Lesson, where the examples are always drawn from the lesson itself. Questions upon grammatical construction will assist the pupil in un~ derstanding the lesson, and afford valuable practice in parsing. A few are appended to some of the lessons in this book, as specimens of the kind of examination which, it is believed, will be found interesting and instructive. The Teacher will remember, that it is very important to pay proper attention to the collateral exercises in spelling, defining, artiexdation, ate. Those, while they add interest to the study, also impart indispensible iastrnotion in the very connection in which it can be most usefully and practically applied. gs OF THE ECLECTIC SERIES. 27 ARTICULATION". The exercises between the Lessons are especially commended to the notice of the teacher. In connection with those in the Introduction of this book, which shouldbe frequently and carefully practiced, they form a com- plete system on consonant sounds. As consonants form the principal difficulty in articulation, and also constitute the great body of our language, attention is chiefly directed to them. Their correct and distinct utteranco will secure force, beauty, and excellence in reading and speaking. Utter, first, the sounds composing a syllable, and not the names of the letters, and then pronounce the syllable. See directions, Exercise III, page 1 1. Double letters must be sounded as single, and silent letters omitted. The latter are sometimes left out altogether, as the e in cobble, hobble, OF THE ECLECTIC SERIES. ARTICULATION. To secure the benefit of these exercises, each sound composing a syl- lable, must be dwelt upon, and carefully, forcibly, and distinctly uttered. Silent letters are sometimes omitted, that they may not mislead with re- gard to the real sounds, as the e in riddle, huddle, &c. Dr. Drum, drug, drink, droll, dry, hydra. Dl. Riddl', huddl', ladl', cradl', needl', Idl'. LESSON IV. 1. Re-joic'-ed, were glad, were joyful. Del'-i-cate, soft, nice. 3. De-light'-ful, pleasing, charming. Hus'-band-ry, the business of a farmer. 4. De-li'-cious, sweet. Ob-serv'-ed, remarked. Pru'-dence, caution, wisdom. Prac'-tice, to use, to exercise. 5. Kern'-el, that which is contained in the shell of a nut, or of fruit stones. 6. Ex-pect'-ed, looked for. Av-a-ri'-cious, too fond of gaming money. [reserve. 7. In-gen'-u-ous-ly, candidly, without THE PEACHES. Remark . — Read this story exactly as if you were telling it to some one, and as if you had no book in your hand. Utter distinctly the g, d, t, k, &c. in the following words : E-ven-ing, not eve-nin: in-tend, not in-ten: hus-band-ry, not hus-han- ry: young-est, not young-es: al-most, not al-moce: ciiild-like, not chile-like: sold, not sole: con'-duct, not con'-duc: re-fus'd, not re-fuse: home, not 'ome: half, not 'alf: how, not 'ow: here, not 'ere; who, not oo : hush'd, not 'ush'd. 1. A gentleman, on his return from the city, carried home with him five peaches ; the most beautiful ones that could be found. His children had never seen any before ; and therefore, they wondered and rejoiced very much over the beautiful fruit, with rosy cheeks, all covered with delicate down. 2. The father gave one to each of his four sons, and the fifth to their mother. In the evening, as the children were i ■ __ __ ® & ' @ 32 mcguffey's third reader about to retire to sleep, the father said, " well, boys, how aid you like the peaches ? " 3. "Oh, delightful!" said the oldest; "so sweet, so juicy, and pleasant? I ate mine; and have taken good care to keep the stone, and I intend to raise a tree of my own." "Well done," replied the father. "This looks like hus- bandry. And, my son, let this be your motto ; Provide for the future by taking care of the present." 4. "I ate mine," exclaimed the youngest, " and threw away the stone, and then mother gave me half of hers. Oh, how sweet! how delicious! it almost melted in my mouth." " Indeed, my boy," observed the father, " I can not say much for your prudence, but you acted in a natural and child-like manner, as might have been expected. There is still room enough in your life to practice wisdom." 5. "I picked up the stone," said the second son, "that my little brother threw away, and cracked it, and in it was a kernel, so sweet! so rich! like a nut. But I sold my peach, and see, I have money enough to buy a dozen, when I go to the city." 6. Here the old man shook his head, but at the same time patting the cheek of his boy, said, " Your conduct was hardly to have been expected from one of your years. It was pru- dent, but it was by no means a natural act for a child. I . pray God that you may not become avaricious." 7. "Well, Charles," inquired the father, "what did you do with your peach?" "I carried it," said he, freely and ingenuously, " to poor George, the son of our neighbor, who is sick with a fever. He refused to take it, but I laid it on his bed and came away." 8. "Now," said the father," who has made the best use of his peach?" "Brother Charles," said all the three boys, together. But Charles was silent; he was hushed; but his mother embraced him with a tear in her eye. Krtjmmacher. Questions. — -"What did the oldest boy do with his peach? What did the youngest do ? What did the second do ? What did Charles do ? Which made the best use of his peach ? "Why ? Which of these boys would make the most benevolent and useful man 1 What mark is that after " peaches," in the second line 1 What is its use ? ©- &- OF THE ECLECTIC SERIES. LESSON V. A-light'-ed, got off, descended from. O-ver-tako', to come up with. Clev'-er-ly, handsomely, skillfully. Shel'-ter, that which protects. O-bli'-ging, kind, ready to assist. Phi-los'-o-pher, a man learned hi science, here used figuratively fo* a contented person. Con-tent'-ed, quiet, satisfied. THE LITTLE PHILOSOPHER. Remark. — This kind of composition is called Dialogue. Il should be read "with the same tone, and in the same manner, that vre» use in conversation. Be careful to utter g distinctly. Morn-ing, not morn-in: rk ding, not ri-din: run-ning, not run-nin: catcli-ing, not catch-in: noth.. ing, not noth-in: root-ing, not root-in: tend-ing, not tend-in: feed-ing, not feed-in: spell-ing, not spell-in. See Exercise on G final, page 18. Mr. Lenox was one morning riding by himself; he alighted from his horse to look at something on the road side ; the horse got loose and ran away from him. Mr. Lenox ran after him, but could not overtake him. A little boy, at work in a field, heard the horse ; and, as soon as he saw him running from his master, ran very quickly to the middle of the road, and catching him , by the bridle, stopped him, till Mr. Lenox came up. Mr. Lenox. Thank you, my good boy, you have caught my horse very cleverly. What shall I give you for your trouble ? Boy. I want nothing, sir. Mr. L. Do you want nothing ? So much the better for you. Few men can say as much. But what were you doing in the field? B. I was rooting up weeds, and tending the sheep that were feeding on turnips. Mr. L. Do you like to work? B. Yes, sir, very well, this fine weather. Mr. L. But would you not rather play ? B. This is not hard work ; it is almost as good as play. Mr. L. Who set you to work? B. My father, sir. Mr. L. What is your name ? B. Peter Hurdle, sir. ©- -0 D— ; — .*$ 34 M C GUFFEY'S THIRD READER Mr. L. How old are you ? B. Eight years old, next June. Mr. L. How long have you been out in this field? B. Ever since six o'clock this morning. Mr. L. Are you not hungry ? B. Yes, sir, but I shall go to dinner soon. Mr. L. If you had sixpence now, what would you do with it? B. I do not know, sir. I never had so much in my life. Mr. L. Have you no playthings? B. Playthings ? what are they ? Mr. L. Such as nine-pins, marbles, tops, and wooden horses. B. No, sir. Tom and I play at foot-ball in winter, and I have a jumping-rope. I had a hoop, but it is broken. Mr. L. Do you want nothing else ? B. I have hardly time to play with what I have. I have to drive the cows, and to run of errands, and to ride the horses to the fields, and that is as good as play. Mr. L. You could get apples and cakes, if you had money, you know. B. I can have apples at home. As for cake, I do not want that ; my mother makes me a pie now and then, which is as good. Mr. L. Would you not like a knife to cut sticks ? B. I have one ; here it is ; brother Tom gave it to me. Mr. L. Your shoes are full of holes. Don't you want a new pair? B. I have a better pair for Sundays. Mr. L. But these let in water. B. I do n't mind that, sir. Mr. L. Your hat is all torn, too. B. I have a better one at home. Mr. L. What do you do when it rains ? B. If it rains very hard when I am in the field, I get under the tree for she'ter. Mr. L. What do you do, if you are hungry before it is time to go home ? B. I sometimes eat a raw turnip. Mr. L. But if there are none ? B. Then I do as well as I can without. I work on, and never think of it. Mr. L. Why, my little fellow, you are quite a philoso- pher, but I am sure you do not know what that means. B. No, sir. I hope it means no harm. ® hi &* -& OF THE ECLECTIC SERIES. 35 Mr. L. No, no ! Were you ever at school ? B. No, sir ; but father means to send me next winter. Mr. L. You will want books then. B. Yes, sir, the boys all have an Eclectic spelling-book and Reader, and a Testament. Mr. L. Then I will give them to you ; tell your father so, and that it is because you are an obliging, contented little boy. B. I will, sir. Thank you. Mr. L. Good by, Peter. B. Good morning, sir. Dr.. A ikik. Questions'. — What service did this little boy perform for the gentleman ? Would he take any pay for it ? What did the gen- tleman think of the boy ? What do you suppose made him so con- tented with his condition ? Why should we always be contented with such things as we have ? What note is that which is placed after all the questions in this lesson ? What stop is that after the last word " sir ? " What nouns are there in the first sentence of this lesson ? What is a noun ? See Pinneo's Primary Grammar. Fr. Fl. Ft. i Free, ARTICULATION 1 l * fro, fry, frail, 1111 Flee, flow, fly, i i Affluent, reflux, stifl, 3 2 2 Aft, . soft, oft, frolic, afraid. 116 fleet, flame, flood, scuffl', snuffl', ruffl'. 2 3 3 scoff 'd, cough'd, laugh' d. LESSON VI. 1. Clus'-ter-ed, collected in bunches. 2. Rus'-tic, country-like. Wood'-land, belonging to woods. 3. Won'-der-ing, surprised. 10. 'Ker'-chief, handkerchief. 12. Moan'-ing, sighing, mourning. Re-leaj'-ed, freed. 16. Spir'-it, the soul. WE ARE SEVEN. Remark. — Avoid what is called a tone in reading poetry. Do not sing it, but emphasize it like prose. 0- ■@ ml-guffey's third reader Utter distinctly and correctly each letter. Clus-ter'd, not clus- tud: sis-ters, not sis-tuz: broth-ers, not broth-uz: church, not chuch: oft-en, ( pro. of'n ) not of-ten. Utter distinctly the r, in such words as girl, hair, curl, air, pair, where, yard, near, your, etc. See Exercise on R, page 19. 1 . I met a little cottage girl ; She was- eight years old, she said ; Her hair was thick, with many a curl, That clustered round her head. 2. She had a rustic, woodland air, And she was wildly clad ; Her eyes were fair, and very fair ; Her beauty made me glad. 3. " Sisters and brothers, little maid, How many may you be ? " " How many ? seven in all," she said, And wondering, looked at me. 4. " And where are they ? I pray you tell." She answered, " Seven are we ; And two of us in Conway dwell, And two are gone to sea. 5. Two of us in the church-yard lie, My sister and my brother ; And in the church-yard cottage, I Dwell near them with my mother." 6. " You say that two at Conway dwell, And two are gone to sea, Yet ye are seven ; I pray you tell, Sweet maid, how this may be ? " 7. Then did the little maid reply, " Seven boys and girls are we ; Two of us in the church-yard lie, Beneath the church-yard tree." 8. " You run about, my little maid, Your limbs, they are alive ; If two are in the church-yard laid, Then ye are only five." -6 & © OF THE ECLECTIC SERIES. 37 9 " Their graves are green, they may be seen," The little maid replied, " Twelve steps or more from mother's door, And they are side by side. 10. My stockings there I often knit, My 'kerchief there I hem ; And there upon the ground I sit ; I sit and sing to them. 11. And often after sunset, sir, When it is light and fair, I take my little porringer, And eat my supper there. 12. The first that died was little Jane ; In bed uhe moaning lay, Till God released her from her pain ; And then she went away. 13. So in the church-yard she was laid; And all the summer dry, Together round her grave we played, My brother John and I. 14. And when the ground was white with snow, And I could run and slide, My brother John was forced to go, And he lies by her side." 15. " How many are you then," said I, " If they two are in heaven ? " The little maiden did reply, " O master ! we are seven." 16. " But they are dead ; those two are dead ! Their spirits are in heaven !" 'T was throwing words away : for still The little maid would have her will, And said, " Nay, we are seven." Wordsworth . Questions. — How many were thereof these brothers and sis- ters ? How many were dead ? What did the little girl mean by saying that there were still seven ? Does the soul ever die ? Where does it go when the body dies ? In the last stanza, what marks are those at the end of the first and second lines ? <•> 38 -;-> McQUFFEY S THIRD READER LESSON VII. An'-cients, ( pro. ane'-cients,) thoso who lived in former times. In-struct', to teach. [the gospel. Mis'-sion-a-ry, one sent to preach Char'-ac-ter, reputation. Un-mo-lest'-ed, free from dis- turbance, uninterrupted. Law'-less, without law, disorderly. Treat'-y, a solemn agreement. 2. Fam'-ine, scarcity of food. 3. Ap-par'-ent-ly, in appearance. Act'-u-al-ly, really, truly. Chant, to sing. Stan'-za, a number of lines in po- etry. 4. Hush'-ed, stilled, made silent. Ut'-ter-ance, the act of express- ing with the voice. THE SONG OF THE DYING SWAN. Souxd each letter clearly. — Sup-pose, not s'pose : trust, not trus : friends, not friens : dis-tinct, not dis-tinc : dy-ing, not dy-in : when- ev-er, not wen-ev-er. See Exercise IV, pages 16 to 19. Child. How long will the swan live ? Parent. It is not known. A goose has been known to live a hundred years, and from the firmer texture of the flesh of the swan, that would probably live longer. C. Does the swan sing ? P. No, I believe not. The ancients used to suppose that it did ; but it is now understood that it utters only a kind of shrill hiss or whistle. C. But Tom told me that he read in a poem of the dying song of the swan. Is it not true, that the swan ever sings when it is dying ? P. Poems do not always tell what is true. They some- times instruct by using fables. This is one of the fables of the ancients. But I can tell you about a death that is equally beautiful, and it is all true. Shall I tell it to you ? C. O yes, I want to hear it. P. 1. Swartz was a missionary, that is, one who left his own country to preach the gospel to the heathen. He died at the age of seventy-two, having been a missionary forty- eight years in India. He had such a high character among the heathen, that he Avas suffered to pass through savage and lawless tribes unmolested. They said, " Let him alone, let him pass ; he is a man of God ! " A tyrant, named Hyder Ally, while he refused to enter into a treaty with others, said, " Send me Swartz ; send me the Christian missionary to treat with me, for him only can I trust." ■« @ — i ; — ® OF THE ECLECTIC SERIES. 39 2. The people had been so cruelly used, that they left their lands, and refused to raise any thing. All they had raised had been seized and taken away. The whole country would soon have been in a famine. The heathen ruler promised justice, and tried to induce them to go back to their farms ; but all in vain. They would not believe him. Swartz then wrote to them, making the same promises. Seven thousand men returned to their lands in one day. 3. When he came to die, he lay for a time apparently life- less. One of his friends, a worthy fellow-laborer from the same country, supposing that he was actually dead, began to chant over his remains a stanza of a favorite hymn, which they used to sing together, to soothe each other, in his life- time. 4. The verses were sung through without a motion or a sign of life from the still form before him; but when the last clause was over, the voice, which was supposed to be hushed in death, took up the second stanza of the same hymn, com- pleted it with a distinct and sweet utterance, and then was hushed, and was heard no more. The soul rose with the last strain. 5. Is not this more touching and beautiful than the fable about the dying swan ? I hope you will remember it, and whenever you read of the swan, you will recollect this story, and think how sweetly death comes to a good man, who has faithfully followed Jesus Christ. Todd. Questions. — What is said of the swan's dying song 'f What is the truth about it ? Who was Swartz ? How did the heathen feel toward him, and treat him ? Why did they feel thus toward him 1 Is not a really honest and Christian character always respected ? What must we do, if we would live respected, and die happy ? TO TEACHERS. The amount of instruction derived from reading exercises may bo in- creased by introducing, occasionally, questions upon grammatical construc- tion. Such have been appended to some of the lessons, as a specimen of the manner in which that branch may be connected with reading, and the principles of the science illustrated and fixed in the mind, while, at the same time, interest in the other objects of the reading exercise is in- creased. Pinneo's Primary Grammar, referred to in this book, is a work compiled expressly for that class of leamors to which Uiis Reader is adapted. <-> 40 .© McGUFFEY S THIRD READER ARTICULATION. I 1 1 II 2 . Gr. Green, grow, grace, great, greedy, gravity, 1112 2 2 Gl. Glade, glide, glebe, glad, glum, glim. Bugl, eagl, ogl, gargl, smuggl, struggl. LESSON VIII. Scale, to climb up, to ascend. Dell, a valley. Mat'-in, used in the morning. Cel'-e-brate, to praise, to extol. Ves'-per, used in the evening. Thrill, a warbling. Flow'-ret, a little flower. Leaf -lets, little leaves. Cull, to pick out, to pluck. O'-dor, smell, perfume. Ope, open. 3. Rip'-ple, a little curling wave. Lave, to bathe, to wash one's self. Az'-ure, blue like the sky. 4. Ro-man'-tic, wild, fanciful. Prat'-tler, a trifling talker. Song'-ster, a singer. War'-ble, a song. Re-fi'-ned, improved in delicacy. De'-i-ty, God. CHILDREN'S WISHES. Utter distinctly all the consonants in such ^vords as bird, scale, gladness, celebrate, earth, gladly, thrill, mirth, spread, gold-Jish, grove, ripple, softness, prattlers, mortals, warble, leaflets, plants, songster, thoughts, «fec. See Exercise III, pages 11 to 15. 1. Eliza. I wish I were a little bird, Among, the leaves to dwell ; To scale the sky in gladness, Or seek the lonely dell. My matin song should celebrate The glory of the earth, And my vesper hymn ring gladly With the thrill of careless mirth. 2. Caroline. I wish I were a flow 'ret, To blossom in the grove ; I' d spread my opening leaflets Among the plants I love. G- -® OF THE ECLECTIC SERIES. 41 3. Louisa. 4. Mother. No hand should roughly cull me, And bid my odors fly ; I silently would ope to life, And quietly would die. I wish I were a gold-fish, To seek the sunny wave, To part the gentle ripple, And 'mid its coolness lave. I'd glide through day delighted, Beneath the azure sky ; And when night came on in softness, Seek the star-light's milder eye. Hush, hush, romantic prattlers ; You know not what you say, When soul, the crown of mortals, You would lightly throw away. What is the songster's warble, And the flow'ret's blush refined, To the noble thoughts of Deity, Within your opening mind ? Mrs, Gilman. Questions. — What "was Eliza's wish? What \vas Caroline's? What was Louisa's? What did Eliza say that she would do if she were a bird ? What did Caroline say ? What did Louisa say ? Have birds or flowers any soul ? What should we lose, if we "were changed into birds or flowers ? Why "were these wishes foolish ? What part of \aan is most worthy of his care ? For answers to the following and similar questions, see McGttffey's Newly Revised Eclectic Spelling-book, at the pages referred to. Is the sound of a in azure long or short ? (pages 12, 93.) What letters are silent in night ? (page 132.) What is the affix in lightly ? (page 107.) The Teacher will find it profitable to examine the pupils upon the spelling of all the difficult or unusual words in the lesson. As they are found here in all their various inflections, this will form an exercise different from any in spelling-books, and one of great benefit, as an auxiliary in teaching spelling. 9 -® •& 42 M C GUFFEY S THIRD READER LESSON IX. l, Ex'-col-lent, very good. Knowl'-edge, learning, skill. Bust'-ling, being active. Sub'-ject, the thing treated of. Meek'-ly, mildly, quiwtly, gently. Bur'-dens, loads. [ders. Ro-straint', any thing which hin- * Un-re-strain'ed, without any thing to hinder. Con-duct'-ed, led, guided. Trench'-es, ditches. Fer'-tile, producing much fruit, rich. Prod'-uce, that which is yielded or produced. * Steer'-ed, guided, directed. Hoists, raises. * Ap-pli'ed, directed, made use of. * In participles or verbs of tbii kind, the last tiro syllables sbould generally be pronounced as one. KNOWLEDGE IS POWER. R e m a E k . — This is a dialogue, and should be read as such. TJ t t e a each sound distinctly. — Ex-cel-lent, not ex-slent : old, not ole : sub-jects, not sub-jec's: bless-ing, not bless-in: curse, not cus : bear-ing, not bear-in : busts, not buss : fields, not Jiels. See Exercise IV, pages 16 to 20. 1. " What an excellent thing is knowledge," said a sharp- looking, bustling little man, to one who was much older than himself. " Knowledge is an excellent thing," repeated he. " My boys know more at six and seven years old, than I did at twelve. They can read all sorts of books, and talk on all sorts of subjects. The world is a great deal wiser than it used to be. Every body knows something of every thing now. Do you not think, sir, that knowledge is an excellent thing?" 2. " Why, sir," replied the old man, looking gravely, " that depends entirely upon the use to which it is applied. It may be a blessing or a curse. Knowledge is only an increase of power, and power may be a bad as well as a good thing." " That is what I can not understand," said the busding little man. " How can power be a bad thing? " 3. " I will tell you," meekly replied the old man ; and thus he went on : " When the power of a horse is under restraint, the animal is useful in bearing burdens, drawing loads, and carrying his master ; but when that power is unrestrained, the ©- ~© <.*- •ft OF THE ECLECTIC SERIES. 43 Questions. — What is the subject of this lesson ? "When i* knowledge useful ? When is it injurious ? May it always be mad*" useful ? What marks and note are those used in the last sentence " In the first sentence, "what word can you substitute for " excellent ? " ARTICULATION. In articulating separately the sounds which form a syllable, the tiler* letters must be omitted, as e in crave, clime, etc.; a in crease, etc. Kr. Creed, crave, i » Kl. Clime, clove, Tickl', field', Kw.(qu)Queen, quite, crane, cruel, 3 class, cloud, 2 2 speckl', unci', i i quote, queer, acrid, crease. i i include, decline. i i cycl', icier. 3 . 2 quiver, liquid. TnE Teacher will find the Exercises on Articulation of great value, not only in giving the habit of clear and correct utterance, but also in developing the organs of epeech. They are placed beticeen the lessons, so that they can be practiced before or after reading, or independently, as the teacher may prefer. horse breaks his bridle, dashes to pieces the carriage that he draws, or throws his rider." " I see ! I see ! " said the little man. 4. " When the water of a large pond is properly conducted by trenches, it renders the fields around fertile ; but when it bursts through its banks, it sweeps every thing before it, and 1 destroys the produce of the fields. " I see ! I see ! " said the little man, " I see ! " 6. " When the ship is steered aright, the sail that she hoists enables her sooner to get into port ; but if steered wrong, the more sail she carries, the further will she go out of her course." "I see! I see ! " said the little man, "I see clearly ! " 7. " Well, then," continued the old man, " If you see these things so clearly, I hope you can see, too, that knowledge, to be a good thing, must be rightly applied. God's grace in the heart will render the knowledge of the head a blessing ; but without this, it may prove to us no better than a curse." "I see ! I see ! I see ! " said the little man, " I see ! " Anonymous. o ■Q 44 McGUFFEY S THIRD READER LESSON X. In-struc'-tion, information, teaching. Ex-am'-ine, to look at closely. Knob, bunch. [larger. Mag'-ni-fy-ing, making to appear En-chant'-ment, the use of spells, or charms, or magic arts. Con-sid'-er, to think on with care. Rem'-e-dy, that which removes an evil. Con-vey'-ed, carried. String'-y, full of strings. De-spi'-scd, treated with contempt. THE NETTLE. Remark. — To read dialogue well, the reader must fully under- stand the subject, and imagine himself in the situations of the several speakers. Utter each sound correctly. A-gain, (pro. a-gen ) not a-gin: hol-low, not kol-ler: point, not pint: young ones, not young-uns: nat-ure, not na-ter, nor na-tshure: lit-tle, not lee-tle. Anna. Oh, papa ! I have stung my hand with that nettle. Father. Well, my dear, I am sorry for it ; but pull up that large dock-leaf you see near it; now bruise the juice out of it on the part which is stung. Well, is the pain lessened ? A. Oh, very much indeed, I hardly feel it now. But I wish there was not a nettle in the world. I am sure I do not know what use there can be in them. F. If you knew any thing of botany, Nanny, you would not say so. A. What is botany, papa ? F. Botany, my dear, is the knowledge of plants. A. Some plants are very beautiful. If the lily were growing in our fields, I should not complain. But this ugly nettle ! I do not know what beauty or use there can be in that. F. And yet, Nanny, there is more beauty, use, and in- struction in a nettle, than even in a lily. A. Oh, papa, how can you make that out ? F. Put on your gloves, pluck up that nettle, and let us examine it. First, look at the flower. A. The flower, papa? I see no flower, unless those little, ragged knobs are flowers, which have neither color nor smell, and are not much larger than the heads of pins. O OF THE ECLECTIC SERIES. 45 I F. Here, take this magnifying glass and examine them. A. O, I see now ; every little knob is folded up in leaves, like a rose-bud. Perhaps there is a flower inside. F. Try ; take this pin and touch the knob. Well, what do you see 1 Questions. — What is the source of the greatest happiness we can possibly enjoy 1 What, then, is the duty and interest of every one ? What point is that at the end of the second line ? What word can you substitute for " floweret ? " What nouns are there in the first line ? In the second line ? In I the third line ? What is a noun ? What adjective in the second line ? What is an adjective 1 See Pinneo's Primary Grammar. & ■ a> 52 -® MOGUFFEY S THIRD READER LESSON XIII. 1. Per'-sian, a native of Persia. u .Dis-tinc'-tion, high rank or char- acter, [any place. 2. Sum'-mons, a call to appear at In-trust'-ing, putting in the care of any one. 4. Court, a king's palace. Im-ag'-in-ed, thought, supposed. Re-flec'-tion, attentive thought or consideration. 5. Lam-ent-a'-tions, cries of sorrow. 6. Pre-cip-i-ta'-tion, imprudent haste. 7. Court'-iers, those who attend the courts of kings. 9. Pin'-ions, wings. Re-plen'-ish-ed, filled. 10. Nap'-kin, a towel. Budg'-et, a bag, a bundle. 12. Rank'-led, was inflamed. EFFECTS OF RASHNESS. Articulate each sound and pronounce each word correctly. Scarce-ly, not scurce-hj: to -ward, not to-ward : dan-ger, not dan-ger: in-qui'-ry, not in'-qui-ry: fol-low'd, not fol-ler'd: ad-vent-ure, not ad- ven-ter, nor ad-ven-tshure. Do not pronounce a, as u in such words as the following : infant, (not infant), husband, appearance, (not uppearunce), animal, instantly, instance, repentance, precipitance, &c. See Exercise on A, page 16. 1. A certain Persian of distinction, had, for years, been extremely anxious that he might have a son, to inherit his estate. His wishes were at length gratified. A son was born, and the fond father was so anxious for the health and safety of the little stranger, that he would scarcely suffer it to be taken out of his sight, and was never so much delighted, as when he was employed in holding it. 2. One day, his wife, on going to the bath, committed the infant to her husband's care, earnestly entreating him not to quit the cradle, until she came back. Scarcely, however, had she quitted the house, when the king sent for her husband. To refuse, or to delay obeying the royal summons, was im- possible ; he, therefore, went immediately to the palace, in- trusting the child to the care of a favorite dog, which had been bred in the family. 3. No sooner was the father out of sight, than a large snake made its appearance, and was crawling toward the cradle. When the dog saw the child's life in danger, he instantly seized the snake by the back of the head, and de- stroyed it. &- -© © OF THE ECLECTIC SERIES. 53 4. Soon after, the father returned from court, and the dog, as if conscious of the service he had performed, ran out to meet him. The man saw the dog stained with blood, and imagined that he had killed the child. Without making any further reflection or inquiry, he struck the faithful little animal such a blow with his stick, that he instantly expired. 5. When the father came into the house, and saw the child safe, and the snake lying dead by the side of the cradle, he smote his breast with grief, accusing himself of rashness and ingratitude toward the dog. While he was uttering these woeful lamentations, his wife came in, who, having learned the cause of his distress, blamed him severely for his want of reflection. He confessed his indiscretion, but begged her not to add reproaches to his distress, as reproof could now avail nothing. 6. " True," said she, "advice can be of no service in the present instance ; but I wish to rouse your mind to reflec- tion, that you may reap instruction from your misfortunes. Shame and repentance are the sure consequences of precipi- tation and want of reflection." 7. The king of Persia once had a favorite hawk. Being one day on a hunting party, with his hawk on his hand, a deer started up before him. He let the hawk fly, and fol- lowed the deer with great eagerness, till, at length, it was taken. The courtiers were all left behind in the chase. 8. The king, being thirsty, rode about in search of water. Reaching at length the foot of a mountain, he discovered a little water trickling in drops from the rock. He accordingly took a little cup out of his quiver, and held it to catch the water. 9. Just when the cup was filled, and the king was going to drink, the hawk, which had followed his master, alighted, shook his pinions, and overset the cup. The king was vexed at the accident, and again applied the vessel to the hole in the rock. When the cup was replenished, and he was lifting it to his mouth, the hawk clapped his wings, and again threw it down ; at this the king was so enraged, that he flung the bird with such force against the ground, that it immediately expired. 10. At this time one of the king's officers came up. He took a napkin out of his budget, wiped the cup, and was going to give the king some water to drink. The king said, © . _ — & 9 Q 54 McGUFFEi's THIRD READER he had a great inclination to taste the pure water, that dis- tilled through the rock ; but, not having patience to wait for its being collected in drops, he ordered the officer to go to the top of the mountain, and fill the cup at the fountain- head. 11. The officer having reached the top of the mountain, saw a large serpent lying dead at the spring, and perceived that the poisonous foam of the reptile had mixed with the water, which fell in drops through the rock. He descended, related the fact to the king, and presented him with a cup of cold water out of his flagon. 12. When the king lifted the cup to his lips, the tears gushed from his eyes. He then related to the officer the adventure of the hawk, and made many reflections upon the destructive consequences of precipitancy and thoughtlessness ; and during his whole life, his breast rankled with sorrow and regret, that he had been guilty of such rashness. Anonymous. Questions. — "What is the subject of this lesson? Why and with what did the Persian leave his babe ? What happened on his return ? How did the Persian feel after learning that the dog had saved the life of his child ? Of what fault was he guilty in killing the dog without examining the subject ? What instruction does this lesson convey ? Where is Persia ? Point out all the stops in the first paragraph. In the first sentence of the lesson, which are the verbs ? In what mode is each verb ? In what tense ? What is the nominative to had been ? JESS" Tho grammatical questions in this book are adapted to Pinneo's Primary Grammar. TO TEACHERS. Patient and careful studij is as necessary to secure excellence in Reading as in Grammar, Geography, or any other branch. No im- provement can be expected, without close attention to the meaning of words, to their correct and distinct articulation, to pauses, to em- phasis, and to the general spirit of the piece, and these points attained, will go far toward making a correct, easy, and impressive reader. a © -© OF THE ECLECTIC SERIES. 55 ARTICULATION. 1115 5 5 Md. Seem'd, deem'd, teem'd, doom'd, blooin'd, boom'd. 11 15 5 5 Mz. Seems, deems, teems, dooms, blooms, booms. 2 2 2 2 1 1 Nd. Band, hand, land, sand, find, mind. 2 2 2 2 2 2 Nz. Bans, pens, hens, runs, puns, stuns. LESSON XIY. 1. Con'-se-quence, importance, influ- ence. Dis-grace'-ful, shameful. [der. 2. A-cad'-e-my, a school of high or- Col'-lego, a seminary of learning of the highest order. Pre-cep'-tor, a teacher. 3. Prep-a-ra'-tion, a making ready. 4. In'-do-lent, lazy. 5. Vig'-or-ous, strong, active. 6. A-lac'-ri-ty,cheerfulness, spright- liness. [lege. 8. Pro-fess'-or, a teacher in a col- 9. Lu'-di-crous, adapted to raise laughter. Ap-plaus'-es, praises. Dis'-si-pa-ted, given up to vicious habits. 10. Im-prove'-ment, increase of knowledge. THE CONSEQUENCES OP IDLENESS. Remark . — You will derive interest and instruction from reflecting much upon what you have read, and making it, as opportunity offers, the subject of conversation. Articulate carefully all the consonants in such words as the following : disgraceful, perception, preparation, recollection, fresh, blun- ders, professor, trembling, ludicrous, improvement, effects, expecting, per- sons, prepare, diligently, present, proper, alacrity, frightened, neglected, suspend, reward, industry. See Exercise III, pages 11 to 15. 1. Many young persons seem to think it of not much consequence if they do not improve their time well in youth, vainly expecting that they can make it up by diligence, when they are older. They also think it is disgraceful for men and women to be idle, but that there can be no harm for persons who are young, to spend their time in any man- ner they please. -® __ — — g 58 m c guffey's third reader 2. George Jones thought so. When he was twelve years old, he went to an academy to prepare to enter college. His father was at great expense in obtaining books for him, cloth- ing him, and paying his tuition. But George was idle. The preceptor of the academy would often tell him, that if he did not study diligently when young, he would never succeed well. 3. But George thought of nothing but present pleasure. He would often go to school without having made any prep- aration for his morning lesson ; and, when • called to recite with his class, he would stammer and make such blunders, that the rest of the class could not help laughing at him. He was one of the poorest scholars in the school, because he was one of the most idle. 4. When recess came, and all the boys ran out of the academy upon the play ground, idle George would come moping along. Instead of studying diligently while in school, he was indolent and half asleep. When the proper time for play came, he had no relish for it. I recollect very well, that, when tossing up for a game of ball, we used to choose every body on the play ground, before we chose George. And if there were enough without him, we used to leave him out. Thus was he unhappy in school, and out of school. 5. There is nothing which makes a person enjoy play so well, as to study hard. When recess was over, and the rest of the boys returned, fresh and vigorous, to their studies, George might be seen lagging and moping along to his seat. Sometimes he would be asleep in school ; sometimes he would pass his time in catching flies, and penning them up in little holes, which he cut in his seat. And sometimes, when the preceptor's back was turned, he would throw a paper ball across the room. 6. When the class was called up to recite, George would come drowsily along, looking as mean and ashamed as though he were going to be whipped. The rest of the class stepped up to the recitation with alacrity, and appeared happy and contented. When it came George's turn to recite, he would be so long in doing it, and make such blunders, that all, most heartily, wished him out of the class. 7. At las,t George went with his class to enter college. Though he passed a very poor examination, he was admitted © fc* ; __ g, OP THE ECLECTIC SERIES. 57 with the rest ; for those who examined him thought it was possible, that the reason why he did not answer questions better, was because he was frightened. Now came hard times for poor George. In college there is not much mercy shown to bad scholars ; and George had neglected his studies so long, that he could not now keep up with his class, let him try ever so hard. 8. He could, without much difficulty, get along in the academy, where there were only two or three boys of his own class to laugh at him. But now he had to go into a large recitation room, filled with students from all parts of the country. In the presence of all these, he must rise and recite to a professor. Poor fellow ! He paid dearly for his idleness. 9. You would have pitied him, if you could have seen him trembling in his seat, every moment expecting to be called upon to recite. And when he was called upon, he would stand up, and take what the class called a dead set ; that is, he could not recite at all. Sometimes he would make such ludicrous blunders, that the whole class would burst into a laugh. Such are the applauses an idler gets. He was wretched, of course. He had been idle so long, that he hardly knew how to apply his mind to study. All the good scholars avoided him; they were ashamed to be seen in his company. He became discouraged, and gradually grew dis- sipated. 10. The officers of the college were soon compelled to suspend him. He returned in a few months, but did no bet- ter ; and his father was then advised to take him from college. He left college, despised by every one. A few months ago, I met him a poor wanderer, without money and without friends. Such are the wages of idleness. I hope every reader will, from this history, take warning, and " stamp improvement on the wings of time." 11. This story of George Jones, which is a true one, shows how sinful and ruinous it is to be idle. Every child, who would be a Christian, and have a home in heaven, must guard against this sin. But as I have given you one story, which shows the sad effects of indolence, I will now present you with another, more pleasing, which shows the reward of industry. A. B b o x t . © C 58 ~@ McGUFFEY S THIRD READER Questions. — What is this story about? What did George Jones think most about'? Was this wise 1 What gives new pleasure to our sports ? -Where did George go after he left school ? How did he get along in college ? What must we do to escape the disgrace which fell upon George ? Do you think there is any idleness in heiven ? LESSON XT. His'-to-ry, a description or a nar- ration of events. Con'-science, our own knowledge of right and wrong. Game, play, sport. Re-com-mend-a'-tion, speaking in praise of any one. Re-view', to examine again. Tran'-quil, quiet, calm. 6. Con-fer'-red, given, bestowed. 7. Grad'-u-a-ted, received a degree from a college. 8. TJ-ni-vers'-al-ly, by all, without exception. [ly. 9. In-va'-ri-a-bly, always, uniform- 10. Ev'-i-den-ces, proofs. Ad-van'-ta-ges, opportunities for getting good. ADVANTAGES OE INDUSTRY. Remark. — In order to read with ease and force, stand erect, hold the head up, and throw the shoulders back. Uttee each sound distinctly and correctly. His-to-ry, not Ms-try: dil-i-gent, not dil'-gent: gen-er-al-ly, not gen'r'l-ly: of-fi-cers, not of'cers: de-liv-er, not d'liv-er: in-ter-est-ing, not in-frest-ing : mis-er- a-ble, not mis'ra-ble: ev-i-den-ces, not ev'den-ces. See Exercises on 0, 1, E, — . _o 1Z McGDFFEY S THIRD READER F. They did not seem to wish to conceal themselves ; on the contrary, they gloried in what they were about. They moved forward, I say, to a large plain, where stood a neat, pretty village, which they set on fire — , C. Set a village on fire ? wicked wretches ! F. And while it was burning, they murdered — ■ — twenty thousand men. C. Oh, fie ! father ! you do not intend we should believe this ; I thought all along you were making up a tale, as you often do ; but you shall not catch me this time. What ! they lay still, I suppose, and let these fellows cut their throats ? F. No, truly, they resisted as long as they could. C. How should these men kill twenty thousand people, pray ? F. Why not 1 There were thirty thousand of the mur- derers. C. Oh now, I have found you out ! You mean a battle. F. Indeed I do. I do not know of any murders half so bloody. Jane Taylor. Questions. — What is the subject of this dialogue? Why should a battle be called murdering ? If all men loved each other, ■would there be any fighting ? What, then, is necessary to put a stop to all quarreling? What mark is this — which occurs so frequently in this lesson, and for what is it used ? In the last sentence, •which is the pronoun? The verb? The preposition ? What does the "word preposition mean ? Why is it so called ? What does it govern ? See Pinneo's Primary Gram., Rule 3. ARTICULATION. 2 ? 2 2 1 1 Ps. Chips, clips, maps, laps, keeps, sleeps. 2 2 2 2 2 2 Steps, skips, ships, whips, flaps, snaps. 2 2 2 2 S 5 Slops, stops, chops, shops, stoops, scoops. 2 2 2 2 2 2 Pt. Apt, kept, slept, wept, swept, whipt. 2 2 2 2 2 2 Script, propt, chapt, rapt, sept, adapt. 6 ' ® o OF THE ECLECTIC SERIES. 73 LESSON XX. 1. Su-preml-a-cy, highest authority. Loft'-i-ness, hight Tal'-ons, claws, [of, ascribed to. Im-pu'-ted, placed to the account 2. In-de-pend'-ence, boldness, a self- supporting power. Dis-dain', to scorn, to despise. Car'-cass, the dead body of an animal. Sub-sists', lives. 3. Com-po'-sed, made up of. 4. A-dcpt'-ed, taken, selected for use. Em'-blem, a representation. Vi-cin'-i-ty, neighborhood. 5. Pro-cu'-ring, getting, obtaining. Re-lin'-quish, to give up. 6. Rep-re-sents', shows, exhibits. Sul'-len, gloomily angry and silent. THE EAGLE 1. The eagle seems to enjoy a kind of supremacy over the rest of the inhabitants of the air. Such is the loftiness of his flight, that he often soars in the sky beyond the reach of the naked eye, and such is his strength, that he has been known to carry away children in his talons. But many of the noble qualities imputed to him by Buffon, and other writers, are rather fanciful than true. 7 . 1 74 McGUFFEY's THIRD READER 2. He has been represented as possessing a lofty inde- pendence, which makes him disdain to feed on any tiling that is not slain by his own strength. But Wilson says, that he has seen an eagle feasting on the carcass of a dead horse. Il jj is, also, well known that the bald eagle principally subsists, I by robbing the fish-hawk of his prey. The eagle lives to a j great age. One, at Vienna, is stated to have died after a I confinement of one hundred and four years. 3. There are several species of the eagle. The. golden eagle, which is one of the largest, is nearly four feet from the point of the beak to the end of the tail. He is found in most parts of Europe, and is also met with in America. High rocks, and ruined and lonely towers, are the places which he chooses for his abode. His nest is composed of sticks and rushes. The tail feathers are highly valued as ornaments, by the American Indians. 4. The most interesting species is the bald eagle, as this is an American bird, and the adopted emblem of our coun- try. He lives chiefly upon fish, and is found in the vicinity of the sea, and along the shores and cliffs of our largs lakes and rivers. 5. According to the description given by Wilson, ha de- pends, in procuring his food, chiefly upon the labors of others. He watches the fish-hawk as he dives into the sea lor his prey, and darting down upon him as he rises, forces him to relinquish his victim, and then seizes it before it again readier the water. G. The plate, on the preceding page, represents the Harp* Eagle. This is said to be bold and strong, and to attach beasts, and even man himself. He is fierce, quarrelsome, and sullen, living alone in the deepest forests. He is found chiefly in South America. Compiled. f Questions. — "Why is the eagle considered superior to other S birds ? Which species is the emblem of our country ? How does he j obtain his food ? What would this practice be called if adopted | among men? Have animals any knowledge of right or wrong? Is there any man so ignorant as not to know something of right and wrong ? ©' <> OF THE ECLECTIC SEKIES. 75 LESSON XXI. Cen'-tu-ry, the space of a hundred years. Gi-gan'-tic, very large, huge like a giant. Di-men'-sions, size. Sub-lime', lofty, grand. Ad-juin'-ing, joining to. Dis-pers'-ed, scattered, separated in various directions. Clam'-or-ous, loud, noisy. Un-a-vail'-ing, useless, vain. 5. Perch'-ed, alighted or settled. 6. In-de-cis'-ion, irresolution, want of fixed purpose. Mo'-men-ta-ry, for a single mo- ment, a short time. [circle. 9. Cir'-cuit, movement round in a Ex-haust'-ed, wholly tired out. 11. Nest'-lings, young birds in the nest THE OLD EAGLE TREE. Remark . — One important use of stops is, to give an opportunity to take breath. Articulate distinctly, and pronounce correctly. Field, not fiel: seera'd to, not seem' to: for-est, not for- es: nest, not nes: coast, not coace: nest-lings, not nes-lings: next, not nex: yield, not yiel: ev-i-dent-ly, not ev-i-dunt-ly: again, (pro. a-gen) not a-gin nor a-gane: birds, not buds: for-get, not for-git: cru-el-ty, not crule-ty. 1. In a remote field, stood a large tulip tree, apparently of a century's growth, and one of the most gigantic of that splendid species. It looked like the father of the surround- ing forest. A single tree, of huge dimensions, standing all alone, is a sublime object. 2. On the top of this tree, an old eagle, commonly called the " Fishing Eagle," had built her nest every year, for many years, and unmolested raised her young. What is remarkable, as she procured her food from the ocean, this tree stood full ten miles from the sea-shore. It had long been known as the " Old Eagle Tree." 3. On a warm, sunny day, the workmen were hoeing corn in an adjoining field. At a certain hour of the day, the old eagle was known to set off for the seaside, to gather food for her young. As she this day returned with a large fish in her claws, the workmen surrounded the tree, and by yelling, and hooting, and throwing stones, so scared the poor bird, that she dropped her fish, and they carried it off in triumph. ©- "® © © 7G McGUFFEY's THIRD READER 4. The men soon dispersed, but Joseph sat down under a bush near by, to watch, and to bestow unavailing' pity. The bird soon returned to her nest, without food. The eaglets at once set up a cry for food so shrill, so clear, and so clamorous, that the boy was greatly moved. 5. The parent bird seemed to try to soothe them; but their appetites were too keen, and it was all in vain. She then perched herself on a limb near them, and looked down into the nest with a look that seemed to say, " I know not what to do next." 6. Her indecision was but momentary ; again she poised herself, uttered one or two sharp notes, as if telling them to "lie still," balanced her body, spread her wings, and was away again for the sea ! 7. Joseph was determined to see the result. His eye fol- lowed her till she grew small, smaller, a mere speck in the sky, and then disappeared. What boy has not thus watched the flight of the bird of his country ? 8. She was gone nearly two hours, about double her usual time for a voyage, when she again returned, on a slow, weary wing, flying uncommonly low, in order to have a heavier atmosphere to sustain her, with another fish in her talons. 9. On nearing the field, she made a circuit round it, to see if her enemies were again there. Finding the coast clear, she once more reached the tree, drooping, faint, and weary, and evidently nearly exhausted. Again the eaglets set up their cry, which was soon hushed by the distribution of a dinner such as, save the cooking, a king might admire. 10. " Glorious bird ! " cried the boy in ecstasy, and aloud, " what a spirit ! Other birds can fly more swiftly, others can sing more sweetly, others scream more loudly ; but what other bird, when persecuted and robbed, when weary, when discouraged, when so far from the sea, would do this ? 11. "Glorious bird! I will learn a lesson from thee to- day. I will never forget, hereafter, that when the spirit is determined, it can do almost any thing. Others would have drooped, and hung the head, and mourned over the cruelty of man, and sighed over the wants of the nestlings ; but thou, by at once recovering the loss, hast forgotten all. ©- -« OF THE ECLECTIC SERIES. 77 12. '*I will learn of thee, noble bird ! I will remember this. I will set my mark high. I will try to do something, and to be something in the world ; I will never yield to discouragements." Todd. Questions. — Upon "what does the eagle feed? What became of the fish which it was carrying to its young ? What did it then do ? What do men often do, after having suffered loss and disap- pointment ? What ought we to do ? What is the advantage of doing this ? Is it a duty also ? Do our duty and real profit ever disagree ? What marks are those after " discouragements 1 " Point out the pronouns in the last paragraph. What is a pronoun ? What does the word pronoun mean ? Why are / and thee called Per- sonal Pronouns ? How many kinds of pronouns are there ? ARTICULATION - . Rd. Yard, 4 ward, bird, order, 3 hardly, carding. Rj. Rk. 3 Barge, Ark 3 large, 3 lark, 3 targe, 3 spark, 3 dirge, 3 clerk, i forge, jerk, charger. 3 dirk. LESSON XXII. 1. Surg'-es, large waves. Vol-ca'-noes, burning mountains. Ex-plo'-ding, 'throwing out with force and a loud report. 2. Con-vul'-sion, commotion, tumult. Myr'-i-ad, a very great number. Con-fia-gra'-tion, a great fire. 3. La'-va, melted matter from a vol- cano. 4. Dex-ter'-i-ty, activity, skill. 6. Com-bust'-i-blo, easily burned. 7. Earth'-quake, a shaking of the earth. 8. Am-phi-the'-a-ter, a building of a round form for public aamise- ments. A-re'-na, an open spaco of ground. 11. Ca-tas'-tro-phe, an unfortunate end. Ob'-vi-ous-ly, evidently. ©' © @ 78 mcquffey's third reader CONFLAGRATION OF AN AMPHITHEATER. Remark. — Do not make all parts of a sentence equally em- phatic. This often destroys the sense, and makes your reading monotonous. Sound the unaccented e distinctly in such words as respect, mis- erable, desperate, interest, &c. See Exercise III, pages 11 to 15. Pronounce correctly. Bil-lows, not hil-lers: vol-ume, ( pro. ml- i yum), not vol-lum: nar-row, not nar-rer: hid-e-ous, not hij-jus: mixt- ure, not mix-ter, nor mix-tshure: fort-u,-nately, not for-tu-net-ly : tre- mend-ous, not tre-men-jus, nor tre-men-ju-ous. 1. Rome was an ocean of flame. Ilight and depth were covered with red surges, that rolled before the blast like an endless tide. The billows burst up the sides of the hills, which they turned into instant volcanoes, exploding volumes of smoke and fire ; then plunged into the depths in a hun- dred glowing cataracts, then climbed and consumed again. 2. The distant sound of the city, in her convulsion, went to the soul. The air was filled with the steady roar of the advancing flame, the crash of falling houses, and the hideous outcry of the myriads flying through the streets, or sur- rounded and perishing in the conflagration. 3. All was clamor, violent struggle, and helpless death. Men and women of the highest rank were on foot, trampled by the rabble, that had then lost all respect for condition. One dense mass of miserable life, irresistible from its weight, crushed by the narrow streets, and scorched by the flames over their heads, rolled through the gates like an endless stream of black lava. 4. The fire had originally broken out upon the Palatine, and hot smoke, that wrapped and half blinded us, hung thick as night upon the wrecks of pavilions and palaces ; but the dexterity and knowledge of my inexplicable guide carried us on. • 5. It was in vain, that I insisted upon knowing the purpose of this terrible traverse. He pressed his hand on his heart in reassurance of his fidelity, and still spurred on. "We now passed under the shade of an immense range of lofty build- ings, whose gloomy and solid strength seemed to bid defiance to chance and time. § I -o OF THE ECLECTIC SERIES. 79 6. A sudden yell appalled me. A ring of fire swept round its summit: burning cordage, sheets of canvas, and a shower of all things combustible, flew into the air above our heads. An urroar followed, unlike all that I had ever heard, a hidei '.is mixture of howls, shrieks, and groans. 7. The flames rolled down the narrow street before us, and made the passage next to impossible. While we hesitated, a huge fragment of the building heaved as if in an earthquake, and, .fortunately for us, fell inward. The whole scene of ter- ror was then open. 8. The great amphitheater of Statilius Taurus had caught fire ; the stage, with its inflammable furniture, was intensely blazing below. The flames were wheeling up, circle after circle, through the seventy thousand seats that rose from the ground to the roof. I stood in unspeakable awe and wonder on the side of this colossal cavern, this mighty temple of the city of fire. At length, a descending blast cleared away the smoke that covered the arena. 9. The cause of those horrid cries was now visible. The wild beasts kept for the games, had broken from their dens. Maddened by fright and pain, lions, tigers, panther's, wolves, whole herds of the monsters of India and Africa, were in- closed in an impassable barrier of fire. 10. They bounded, they fought, they screamed, they tore; they ran howling round and round the circle ; they made desperate leaps upward through the blaze ; they were flung back, and fell only to fasten (heir fangs in each other, and, I with their parching jaws bathed in blood, to die raging. 11. I looked anxiously to see whether any human being was involved in this fearful catastrophe. To my great, relief, I could see none. The keepers and attendants had obviously escaped. As I expressed my gladness, I was startled by a loud cry from my guide, the first sound that I had heard him utter. 12. He pointed to the opposite side of the amphitheater. There indeed sat an object of melancholy interest; a man who had been either unable to escape, or had determined to die. Escape was now impossible. He sat in desperate calmness on his funeral pile. He was a gigantic Ethiopian slave, entirely naked, 13. He had chosen Iris place, as if in mockery, on the imperial throne ; the fire was above him and around him, and O 80 mcguffey's third reader -© under this 1 tremendous canopy he gazed, without the move- ment of a muscle, on the combat of the wild beasts below ; a solitary sovereign, with the whole tremendous game played for himself, and inaccessible to the power of man. Caoii. Questions. — Where is Rome? What is a conflagration? What had happened to Rome ? What is an amphitheater 1 To whom do we owe our preservation from fire, and from other calami- ties ? LESSON XXIII. 2. Un-pleas'-ant, disagreeable. 3. Af-foc'-tion, love, good will. 4. Cul'rti-ya-ting, cherishing, en- couraging. 5. Un-pop'-u-lar, not pleasing oth- ers. 6. Com-pan'-ions, those who keep company with any one. 7. Sac'-ri-fi-ees, things given up to ' oblige others. Pro-mote', advance, forward. 10. Suf '-fer-ing, undergoing pain. 11. Gen-er-os'-i-ty, kindness, noble- ness of soul. Ha-bit'-n-al-ly, customarily, by frequent practice. 13. Ac-com'-mo-date, to make com- fortable. At-tract'-ing,drawingfo,inviting. 15. In-fal'-li-ble, certain, that can not fail. 16. Man'-i-fest, to show plainly. In'-ter-course, communication r mutual dealings. THE WAY TO BE HAPPY. Remaek.-Id reading, be careful to avoid holding your book directly in front of your face, for this obstructs the free passage of the voice. Pronounce correctly. Un-pop-u-lar, not un-pop-i-lar : sac-ri-fi- ces, not sac-ri-Jis-es, nor sa-cri-Jis-es : mis-fort-une, not mis-for-ten: your, not yer, as, all in your power, not all in yer power. 1 . Every child must observe, how much more happy and beloved some children are than others. There are some children you always love to be with. They are happy themselves, and they make you happy. S> -® OF THE ECLECTIC SERIES. 2. There are others, whose society you always avoid. The very expression of their countenances produces unpleas- ant feelings. They seem to have no friends. 3. No person can be happy without friends. The heart is formed for love, and can not be happy without the oppor- tunity of giving and receiving affection. " 'T is not in titles nor in rank, 'T is not in wealth like London bank, To make us truly blest. If happiness have not her seat And center in the breast, We may be wise, or rich, or great, But never can be blest." 4. But 3^011 can not receive affection, unless you will also give it. You can not find others to love you, unless you will also love them. Love is only to be obtained by giving love in return. Hence the importance of cultivating a cheerful and obliging disposition. You can not be happy without it. 5. I have sometimes heard a girl say, " I know that I am very unpopular at school." Now this is a plain confession, that she is very disobliging and unamiable in her disposition. 6. If your companions do not love you, it is your own fault. They can not help loving you, if you will be kind and friendly. If you are not loved, it is a good evidence that you do not deserve to be loved. It is true, that a sense of duty may, at times, render it necessary for you to do that which will be displeasing to your companions. 7. But if it is seen that you have a noble spirit ; that you are above selfishness ; that you are willing to make sacrifices of your own personal convenience, to promote the happiness of your associates ; you will never be in want of friends. 8. You must not regard it as your misfortune, that others do not love you, but your fault. It is not beauty, it is not wealth, that will give you friends. Your heart must glow with kindness, if you would attract to yourself the esteem and affection of those by whom you are surrounded. 9. You are little aware, how much the happiness of your whole life depends upon the cultivation of an affectionate and obliging disposition. If you will adopt the resolution, that you will confer favors whenever you have an opportunity, $ — . — — © 32 mcquffey's third reader you will certainly be surrounded by ardent friends. Begin upon this. principle in childhood, and act upon it through life, J and you will make yourself happy, and promote the happi- [ ness of all within your influence. " 10. You go to school on a cold winter morning. A bright fire is blazing upon the hearth, surrounded with boys strug- gling to get near it' to warm themselves. After you get. slightly warmed, another schoolmate comes in, suffering with cold. " Here, James," you pleasantly call out to him, " I am almost warm ; you may have my place." 11. As you slip aside to allow him to take your place at the fire, will he not feel that you are kind ? The worst dis- positioned boy in the world can not help admiring such generosity. And even though he be so ungrateful as to be unwilling to return the favor, you may depend upon it, that he will be your friend, as far as he is capable of friendship. If you will habitually act upon this principle, you will never want for friends. 12. Suppose, some day, you were out with your com- panions playing ball. A her you had been playing for some time, another boy comes along. He can not be chosen upon either side, for there is no one to match him. " Henry," you say, "you may take my place a little while, and I will rest." 13. You throw yourself down upon the grass, while Henry, fresh and vigorous, takes your bat and engages in the game. He knows that you gave up to accommodate him ; and how can he help liking you for it? The fact is, that neither man nor child can cultivate such a spirit of generosity and kindness, without attracting affection and esteem. 14. Look and see which of your companions have the most friends, and you will tind, that they are those who have this noble spirit ; who are willing to deny themselves, that they may make their associates happy. This is not peculiar to childhood. It is the same in all periods of life. There is but one way to make friends ; and that is, by being friendly to others. 15. Perhaps some child who reads this, feels conscious of being disliked, and yet desires to have the affection of his companions. You ask me what you shall do. I will tell you. 1 will give you an infallible rule. Do all in your _„ ,0 ©- OF THE ECLECTIC SERIES. 83 power to make others happy. Be willing to make sacrifices of your own convenience, that you may promote the happi- ness of others. 16. This is the way to make friends, and the only way. When you are playing with your brothers and sisters at home, be always ready to give them more than their share of privileges. Manifest an obliging disposition, and they can not but regard you with affection. In all your intercourse with others, at home or abroad, let these feelings influence you, and you will receive a rich reward. Child at Home. Questions. — How can "we secure the love and esteem of our companions ? Can young people expect to enjoy the favor of their friends unless their conduct is ■worthy of it ? What mark is that placed before the t, in the word " T is " in the first line of the poetry ? What does it show ? What adjective is repeated three times in the first paragraph ? What noun is repeated three times ? How many verbs are there in the same paragraph ? What is a verb ? What does the word verb mean 1 Why is it so called ? See Pinneo's Primary Grammar. ARTICULATION". s 3 3 3 3 Kl. Marl, snarl, pearl, early, curly, burly. 3 4 6 4 3 3 Km. Firm, warm, worm, swarm, army, former. 3 3 3 3 4 n Kn. Barn, yarn, stern, born, warn, earnest. LESSON XXIV. 6- Blast, a gust of wind. Am-bi'-tion, desire of honor or power. Im-ag-in-a'-tion, a power of the mind which forms fanciful ideas. Schemes, plans. Be-tray', to deceive one who trusts. Dupes, those who are fooled or deceived. Crit'-ic, one who judges of liter- ary works. Vends, sells. ■ft 84 mcguffey's third reader HOLLOW, HOLLOW. Remark. — Be careful, in this lesson, to pronounce correctly the words hnllow, follow, swallow, not holler, toiler, smaller. See Exercise IV, page 17. Articulate clearly. Blast, not Mass: oft, not off: vends, not vans: friend, not frien: hand, not han: de-ceit, not d'eeit. 1. I stood beneath a hollow tree, The blast it hollow blew ; I thought upon the hollow world, And all its hollow crew, Ambition and its hollow schemes, The hollow hopes Ave follow ; Imagination's hollow dreams, All hollow, hollow, hollow ! 2. A crown it is a hollow thing, And hollow heads oft wear it ; The hollow title of a king, What hollow hearts oft bear it ! No hollow wiles, nor honey 'd smiles, Of ladies fair I follow ; For beauty sweet still hides deceit, 'T is hollow, hollow, hollow ! 3. The hollow leader but betrays The hollow dupes who heed him ; The hollow critic vends his praise To hollow fools who feed him ; The hollow friend who takes your hand, Is but a summer swallow ; Whate 'er I see is like this tree, All hollow, hollow, hollow ! Anonymous. Questions.' — How does this lesson represent the world ? Are there not some honest-hearted persons in the "world ? Ought not all to be so? What do you understand by "ambition's schemes?" How do these prove to be hollow or -worthless ? What is meant by " imagination's dreams ? " How do these prove hollow ? In what respect are friends often like summer swallows ? What word can you substitute for " vends ? " What, for " dupes ? " What note is that after the last word " hollow 1 " What letters are silent in thought? (page 48.) In hollow? (page 50.) In dreams ? (page 32.) By the addition of what affix is leader formed ? (page 105.) See McGuffey's Spelling-book at the pages referred to above. -G ft- ■V OF THE ECLECTIC SERIES. 85 LESSON XXV. 1. Ceil'-ing, the inner covering of the top of a room. 4. Un-doubt'-ed-ly, certainly. 6. Ex-pla-na'-tion, the act of mak- ing plain. [which magnifies. 7. Mi'-cro-scope, an instrument 8. Ob-serv'-ing, taking notice of. 10. Hcr'-cu-les, a hero of the ancients celebrated for his strength. 14. Hur'-ri-canc, a violent -wind. Wil'-der-ncss, a tract of country where no one lives, a desert. 16. Crev'-ice, a crack, an opening. 19. Vac'-u-um, an empty space. 25. Ho-ri'-zon, the circle where the earth and sky seem to meet. 31. Dis-tin'-guish-ed, famous, great. Pol'-ish-ed, made smooth and glossy. i 32. In-gen'-ious, skillfully contrived. HOAV A ELY WALKS ON THE CEILING. Remark. — Endeavor always to adapt your mode of reading to the subject and the style of "writing. IT t tee each letter distinctly. Phi-los-o-phy, not ph'los'phy: li- bra-ry, not li-bi-'y: coun-te-nance, not counV nance : dif-fi-cult, not dif'cuU: ren-der-ing, not ren-d'ring. See Exercises on the vowels, pages 16, 17. 1. " Papa, will you explain to us the means by which flies are enabled to ascend a pane of glass, and walk with ease along the ceiling of the room ? You know you told us the other day you would do so." 2. " Well, Harriet, I will try ; though I am not sure that I shall be able to make you understand me." 3. " Oh, never fear that," exclaimed Harriet and her two little brothers at the same time ; " we can surely understand how a fly walks ; it must be very simple." 4. " Undoubtedly very simple, but it requires some pre- vious knowledge of philosophy." 5. " Oh, if the walking of a fly or musketo is at all con- nected with philosophy, I assure you I shall want to know nothing about it, for I hate philosophy, it is such dry stuff." 6. " Papa, never mind my sister," said William. " James and I want very much to understand, and Harriet need not stay to hear the explanation, if she does not wish to." 7. " Well, my boys, come to the library. I have just ar- ranged my solar microscope, to show you the foot and the leg 6- ■© <<■)- — ' ■© 88 m c guffey's third reader of a fly, and some other curious things. I have likewise my air-pump ready, which will help to explain what you want to know." 8. Harriet looked a little disappointed, and wished that she had not pronounced so decidedly against philosophy, for she was very fond of seeing, and only disliked the labor of study- ing. Her papa, observing the moody expression of her lively countenance, said, " I wish you, William, to try and persuade your sister to overcome so much of her dislike to philosophy, for the present, as to accompany us to the li- brary." William had no difficult task to perform, and in a minute they were all seated in the library, eager to hear all that could be said about the little pedestrian. 9. The father began : " My children, the fly, every time he moves his foot, performs a philosophical experiment, similar in every respect, to that which I now show you, by moving the handle of the air-pump. You perceive that this glass vessel, which is put on this brass plate, now adheres so firmly to it, that I am unable to force it away." 10. "How wonderful!" exclaimed Harriet. "It is as fast to the plate, as the friend of Hercules that I read about the other day, was to the stone on which he sat, in the drear dominions of Pluto." 11. " How is this done, father ? It looks like some con- jurer's trick. I see nothing pressing upon the glass to cause it to stick so fast." 12. " Though you can not see it, I assure you there is some thing pressing very hard all around it, and that is the air." 13. "You astonish me. Has the air weight? I never heard of that before. I shall never say again, ' as light as air.' " 14. "But you have heard of hurricanes sweeping away forests and houses, and rendering the countries over which they passed, a wilderness : and in truth, they are almost as much to be dreaded as earthquakes, and a hurricane is only air put in motion." 15. "I have been very stupid not to find out, that air has weight. But how is it that we do not feel it, papa ? " " To be sure," continued Harriet, " if it was so heavy it would pin us to the earth, as Prometheus was fastened to the rock ; and then we should be in a pretty condition, I think. How will you answer that, papa ? " © & »■— — : I OF THE ECLECTIC SERIES. 87 ) . . 16. "I have hid a more puzzling question to answer, I assure you. The air is a very subtile fluid, and finds its way into every crevice ; and one of its properties is, that it presses equally in all directions ; up, and down, and side- ways, with equal force. We only perceive its weight, when we remove the air from one side of a body, so as to cause the whole weight to be upon the other. 17. " From this glass vessel I withdrew the air that was in the inside of it, and which pressed it upward with a force exactly equal to thai with which the air above pressed down- ward, and then the whole weight of the atmosphere pressing in one direction, kept it firmly attached to the brass plate." 18. " That is a very beautiful arrangement," cried William, " I shall never breathe the air again, witiiout thinking of its wonderful properties." 19. "I will take off this vessel and put this one on, which is open at both ends ; now put your hand, Harriet, on the upper end, and I will cause a slight vacuum to take place, so that you may feel the pressure." 20. " Stop, father, you will crush my hand to pieces, if vou move that handle another time. Do look at my hand, William ; the gripe of a giant would be nothing to that. 21. William tried the experiment himself. " How heavy is the atmosphere, papa? I should like to know that." 22. " It is very heavy ; it presses upon the surface of all bodies near the level of the ocean, with a force equal to four- teen pounds on every square inch. 23. " But I will perform another experiment, showing the pressure of the atmosphere. I place this glass vessel, which is open at both ends, on the plate of the air-pump ; on the top of it I place the piece of glass, which is so closely fitted as to exclude the air. I now withdraw the air from under it." 24. " What a crash, father," exclaimed William and Har- riet at the same instant, as the glass was shivered to pieces by the weight of the air. 25. "I think you can now understand that if a fly has the power to extract the air from his feet as he moves along, the pressure of the atmosphere is sufficient to hold him fast to any surface, however smooth, and however much inclined to the horizon." 28. " If the fly can do that, he is more of a philosopher than 1 took him to be," said William. " But I am impatient to see how the little fellow accomplishes the feat." @ © M C GUFFEY S THIRD READER 27. " Here is the leg of a common fly, that I have placed in the solar microscope, which I bring to the proper focus. It is now so much magnified, that we can examine the various parts of it with ease." 28. " What a strange looking thing it is, and so large ! my arm is nothing to it. How I should like to see an elephant put into a microscope." 29. " What an idea, Harriet ! Why, it would appear as large as one of the Alps," exclaimed William. 30. " We only use microscopes to examine bodies that are too delicate for the eye ; but you will observe that the leg is hollow, for there is a line of light running up the middle of it, which you can easily perceive. At the foot, you can dis- tinctly observe a flap or membrane, to which are attached two points, one in front, and the other behind. These the fly can move at pleasure, and can extend or contract the flap just as he pleases. 81. "When Mr. Fly, then, wishes to pay a visit of cere- mony to a distinguished acquaintance, or to move with gravity around his fair one, without the trouble of raising himself in the air, he stretches out these points, tightens the flap, draws the air from under it, and moves along the polished surface of the glass, with as much ease and security as you can on the broad gravel-walk in the garden." 32. " How delightful ! How beautiful ! How ingenious ! " they all exclaimed at once. " I shall never see a fly again without interest." Pearl. Questions. — What, is the subject of this lesson? What ex- periment does the fly perform with his foot ? What is philosophy ? Is it important that children should possess philosophical knowl- edge? Has air weight? What is an air-pump? Of what use are microscopes ? Do you not think there is pleasure as well as profit in studying philosophy ? Will you name the nouns, in the 14th paragraph, which are in the plural number? Those in the 16th paragraph, which are in the singular number ? How is the plural of nouns generally formed ? What are the exceptions ? See Pinneo's Primary Grammar. -® <■> OF THE ECLECTIC SERIES. 89 ARTICULATION. Rt. Skirt, flirt, i port, 3 extort, 3 party. Rch. 3 Starch, i porch, 3 scorch, 3 lurch, 3 archly LESSON XXVI. 2. Re-sound'-ed, echoed, sounded back. Viv'-id, bright. 4. A-ba'-ted, lessened, decreased. 5. In-eon-sid'-er-ate, rash, thought- less. 6. Ex-ela-ma'-tion, a loud outcry. S. Aug-ment'-ed, increased. Fe-ro'-cious, savage, wild. Re-demp'-tion, deliverance. 10. Il-lu'-min-a-tcd, made light. Glar'-ing, shining. Pen'-e-tra-ted, entered, reached, into. 12. Im-pet'-u-ous, furious, violent. 16. Ap'-er-ture, an opening. 17. Mus'-cle, the fleshy part of the body. 18. An-nounc'-ed, made known. Con-firm'-ed, strengthened. 19. Sur-pass'-ed, exceeded, went be- yond. A CONTEST WITH TIGERS. Remark. — Never neglect to pronounce the little words distinctly, because they are little. Much sometimes depends upon them. Sound the d distinctly in wind, around, and, found, sound, &c. See Exercise IV, page 18. Pronounce correctly. In-dian, (pro. Ind'-yan), not r,i.-jun: nio-ment-a-ry, not mo-munt-a-ry : vent-ur'd, (pro. vent-yur'd), not ven- ter'd: cav-ern, not cav-un: ex-tra-or-di-na-ry (pro. ex-tror-di-na-ry) , fort-u-nate-ly, not fort-er-nit-ly nor for-tshu-nil-ly : tre-men-dous, not tre-men-di-ous: en-trance, not cn-trunce: get-ting, not git-ting. 1. On leaving the Indian village, we continued to wind around Chimborazo's wide base. A dense fog was now gathering around it, and its snow-covered head was hid from our view. Our guides looked anxiously about, and an- uounced their apprehension of a violent storm. ■& 2 wisp, 2 spin, 2 cusp, 2 speckle. 2 aspen. Sweet, swain, swore, swine, swindle LESSON XXVIII. 1. Gos'-sa-mer, a fine substance like cobwebs. 2. Re-flect'-ing, giving back an image as a looking-glass does. 3. Throat'-en-ing, indicating evil or danger. 4. Pro-found', deep. 5. Ter-rif'-ic, terrible, causing terror. Splen'-dor, brightness, brilliancy. 6. Cliffs, steep rocks. 7. All-sur-vey'-ing, viewing attentive- ly all things. THE THUNDER STORM. Remark. — In reading poetry, observe carefully the punctuation, as that will often guide you to the sense, and enable you to avoid a tone. fc 9 ; ■ — — — — _ © Q — . — __—_™. — _ — ^ 98 mcguffey's third reader Pronounce correctly. Nat-ure, not na-ter: aiv-ful, not aw-f'l- thou-saud, not llwu-sund. 1. Deep, fiery clouds o 'erspread the sky, Dead stillness reigns in air ; There is not e 'en a breeze on high, The gossamer to bear. 2. The woods are hushed, the waters rest, The lake is dark and still, Reflecting on its shadowy breast, Each form of rock and hill. 3. The lime-leaf waves not in the grove, Nor rose-tree in the bower ; The birds have ceased their songs of love, Aw 'd by the threat 'ning hour. 4. 'T is noon ; yet nature's calm profound Seems as at midnight deep ; But hark ! what peal of awful sound Breaks on creation's sleep ? 5. The thunder bursts ! its roiling might Seems the firm hills to shake ; And, in terrific splendor bright, The gathering lightnings break. 6. Yet fear not, shrink not thou, my child ! Though by the bolt's descent, Were the tall cliffs in ruins piled, And the wide forests rent. 7. Doth not thy God behold thee still, With all-surveying eye ? Doth not his power all nature fill, Around, beneath, on high ? 8. Know, hadst thou eagle-pinions, free To track the realms of air, Thou couldst not reach a spot, where he Would not. be with thee there ! Q. In the wide city's peopled towers, On the vast ocean'u plains, 6- OF THE ECLECTIC SERIES. 99 'Mid the deep woodland's loneliest bowers, Alike the Almighty reigns ! 10. Then fear not, though the angry sky A thousand darts should cast : Why should we tremble e 'en to die, And be with Him at last! Mrs. Hemans. Questions. — Who protects us from all danger ? To whom, then, should our thoughts be directed by the thunder and the light- LESSON XXIX. 1. Trem'-u-lous, trembling, shaking. Ex-hale', to send out, to give out. Fra'-grance, sweetness of smell. Buoy'-ant, light. 2. Spray, a small branch, a twig. Ex-ult'-ing, rejoicing, glad. Tri-umph'-ant, rejoicingin victory. 3. Rapt'-ure, great joy. THE SKY-LARK. Uttee each sound distinctly. Trem-u-lous, not trem'lous: ex- hale, not ex-ale: near-est, not near-es: sweet-est, not sweet-ee. See Exercises on pages 16 to 13. 1. The Sky-Lark, when the dews of morn Hang tremulous on flower and thorn, And violets round his nest exhale Their fragrance on the early gale, To the first sunbeam spreads his wings, Buoyant with joy, and soars, and sings. 2. He rests not on the leafy spray, To warble his exulting lay, But high above the morning cloud Mounts in triumphant freedom proud ; And swells, when nearest to the sky, His sweetest notes of ecstasy. -O 100 M C GUFFEY S THIRD READER Thus, ray Creator ! thus the more My spirit's wing to Thee can soar, The more she triumphs to behold Thy love in all thy works unfold : And bids her hymns of rapture be Most glad, when rising most to Thee. Mrs. HejiaKs. Questions. — What should the happiness and the marry sing- ing of the birds teach us ? ARTICULATION. Sm. Small, 2 Sn. Snag, St. Str. Stack, Blest, 2 Strict smile, smell, smelt, 1 3 1 snake, snarl, sneer, 2 4 2 stick, stall, stamp, 2 2 2 guest, chest, drest, i i i stripe, stroll, stride, smith, i smoke sneeze, snort. stand, 3 start. misty, i hasty. strait, strive. LESSON XXI. 10. Es-tinct', having no one of their number left alive. Tac'-it, (pro. tas-it), silent. Ini-port'-u-nate, pressing, urging. En-croach'-ment, pushing in upon the property or rights of an- other, [ty. Mas'-sa-cre, to murder with cruel- Grav'-i-ty, seriousness, or solemn dignity. [mado fast. Moor'-ed, confined by anchors, 11. Re-frain'-ed, kept from. 13. Ap-pri'-sing, giving notice to. 15. Toin'-a-hawk, an Indian hatchet. 17. Trait'-or, one who sells the inter- ests of his country to an enemy. In-vinc'-i-ble, unconquerable. 21. Shroud'-ed, covered up. 22. Sac'-ri-fice, destruction incurred for the good of another. Firm'-ness, strength of purpose. Suf-fice', to be enough. -& <&, OF THE ECLECTIC SERIES. 101 MURDERER'S CREEK. Pronounce correctly. Cen-tu-ry, not cen-ter-y : beau-ti-ful, not ibcau-ti-fl: hus-band, not hus-bund: par-tic-u-lar, not per-tic-i-lar : chil- dren, not chil-durn: in-ter-ro-ga-ted, not in-tcr-rer-ga-ted: ag-o-ny, not ag-er-ny: mo-ment, not mo-munt: sac-ri-fice, not sa-cri-Jis. I 1. A little more than a century ago, the beautiful region,* watered by this stream, was possessed by a small tribe of In- dians, which has long since become extinct, or incorporated with some other savage nation of the west. Three or four hundred yards from the stream, a white family, of the name of Stacy, had established itself in a log-house, by tacit per- j mission of the tribe, to whom Stacy had made himself use- ful, by his skill in a variety ol little arts, highly estimated by the savages. 2. In particular, a friendship subsisted between him and an old Indian, called Naoman, who often came to his house, and partook of his hospitality. The Indians seldom forgive in- juries, or forget benefits. The family consisted of Stacy, his wife, and two children, a boy and a girl, the former five, the latter three years old. 3. One day, Naoman came to Stacy's log-hut, in his ab- sence, lighted his pipe, and sat down. He looked very seri- ous, sometimes sighed deeply, but said not a word. Stacy's wife asked him what was the matter 1 if he was sick ? He shook his head, sighed, but said nothing, and soon went away. 4. The next day, he came again, and behaved in the same manner. Stacy's wife began to think strange of this, and related it to her husband, who advised her to urge the old man to an explanation, the next time he came. Accordingly, when he repeated his visit, the day after, she was more im- portunate than usual. 5. At last, the old Indian said, " I am a red man, and the pale-faces are our enemies : why should I speak ? " " But my husband and I are your friends ; you have eaten salt with us a thousand times, and my children have sat on your knee as often. If you have any thing on your mind, tell it to me." 6. " It will cost me my life, if it is known, and the white- faced women are not good at keeping secrets," replied * Dutchess County, New York. -® \ . , © 102 m=guffey's third reader Naoman. -"Try me, and see." "Will you swear, by your Great Spirit, that you will tell none but your husband?" " I have none else to tell." " But will you swear ? " "I do swear, by our Great Spirit, that I will tell none but my hus- band." "Not if my tribe should kill you for not telling?" " Not if your tribe should kill me for not telling." 7. Naoman .then proceeded to tell her, that, owing to some encroachments of the white people below the mountains, his tribe had become irritated, and were resolved, that night, to massacre all the white settlers within their reach ; that she must send for her husband, inform him of the danger, and as secretly and speedily as possible, take their canoe, and paddle I with all haste, over the river to Fishkill for safety. " Be quick, and do nothing that may excite suspicion," said | Naoman. 8. The good wife sought her husband, who was down on | the river fishing, told him the story, and, as no time was to \ be lost, they proceeded to their boat, which was unluckily I filled with water. It took some time to clear it out, and, J meanwhile, Stacy recollected his gun, which had been left j behind. He proceeded to the house, and returned with it. All this took up time, and precious time it proved to this poor family. 9. The daily visits of old Naoman, and his more than ordinary gravity, had excited suspicion in some of the tribe, who had, accordingly, paid particular attention to the move- j ments of Stacy. One of the young Indians, who had been | kept on the watch, seeing the whole family about to take to the boat, ran to the little Indian village, about a mile off", and gave the alarm. 10. Five Indians collected, ran down to the river where their canoes were moored, jumped in, and paddled after Stacy, who, by this time, had got some distance out into the stream. They gained on him so fast, that twice- he dropped his paddle, and took up his gun. 11. But his wife prevented his shooting, by telling him that, if he fired, and they were afterward overtaken, they would meet with no mercy from the Indians. He accord- ingly refrained, and plied his paddle, till the sweat rolled in big drops down his forehead. All would not do ; they were overtaken within a hundred yards of the shore, and carried back, with shouts and yells of triumph. <£ > — , — : : & © — ■ — > ■ — ' OF THE ECLECTIC SERIES. 103 | 12. When they came on shore, the Indians set fire to Stacy's house, and dragged himself, his wife, and children, to their village. Here the principal old men, and Naoman among them, assembled to deliberate on the affair. 13. The chief men of the council stated, that some of the trihe had, undoubtedly, been guilty of treason, in apprising Stacy and his family of the designs of the tribe, whereby they took the alarm, and well nigh escaped. He proposed to examine the prisoners, to learn who gave the information. 14. The old men assented to this, and Naoman among the rest. Stacy was first interrogated by one of the old men, I who spoke English, and interpreted to the others. Stacy || refused to betray his informant. I 15. His wife was then questioned, while, at the same rao- ] ment, two Indians stood threatening the two children with I tomahawks, in ease she did not confess. She attempted to i evade the truth, by declaring she had a dream the night be- fore, which alarmed her, and that she had persuaded her hus- band to fly. 16. "The Great Spirit never deigns to talk in dreams to a white face," said the old Indian. " Woman, thou hast two tongues and two faces. Speak the truth, or thy children shall surely die." The little boy and girl were then brought close to her, and the two savages stood over them, ready to execute their bloody orders. 17. " Wilt thou name," said the old Indian, " the red man who betrayed his tribe f I will ask thee three times." The mother answered not. " Wilt thou name the traitor ? This k' the second time," The poor mother looked at her hus- band, and then at her children, and stole a glance at Naoman, who sat smoking his pipe with invincible gravity. 18. She wrung her hands, and wept, but remained silent " Wilt thou name the traitor ? 'T is the the third and last time." The agony of the mother waxed more bitter ; again I she sought the eye of Naoman, but it was cold and motionless. ! 19. A pause of a moment awaited her reply, anu the toma- hawks were raised over the heads of the children, who besought their mother not to let them be murdered. 28. " Stop," cried Naoman. Ail eyes were turned upon him. "Stop," repeated he in a tone of authority. "White woman, thou hast kept thy word with me to the last moment. Questions. — What is the subject of this lesson ? For •whom did Naoman have a particular regard ? How did he show affection for them, in this case ? How did Stacy attempt to escape ? What was the result ? What did Naoman confess ? What did the Indians do to him ? What do you think of Naoman's conduct ? Which is better, to do harm, or to suffer harm ? In the last sentence, what part of speech is which ? What is its an- tecedent ? Why is it called a relative ? To what is it nominative ? Which are the verbs in that sentence ? Which of them is in the infini- tive mode ? Why is this mode called infinitive ? See Pinneo's Pri- mary Grammar, Mode. LESSON XXXL Ag'-o-cy, very great pain. 10. En'-er-gy, strength, vigor. 13. Frus'-tra-ted, disappointed, ren- dered useless. 16. Meui'-o-ra-ble, worthy of being remembered. i04 mcquffey's THIRD READER I am the traitor. I have eaten of the salt, warmed myself at the fire, shared the kindness of these Christian white people, and it was I. that told them of their danger. 21. "I am a withered, leafless, branchless trunk: cut me 'down, if you will: I am ready." A yell of indignation sounded on all sides. Naoman descended from the little bank where he sat, shrouded his face with his mantle of skins, and submitted to his fate. He fell dead at the feet of the white woman, by a blow of the tomahawk. 22. But the sacrifice of Naoman, and the firmness of the Christian white woman, did not suffice to save the lives of the other victims. They perished ; how, it is needless to say ; and the memory of their fate has been preserved in the name of the pleasant stream, on whose banks they lived and died, which, to this day, is called " Murderer's Creek." Paulding. 1. Pro-dig'-ious,very great, astonish- [ 7. Dis-tract', divert from, Lac'-er-a-ting, tearin Crouch'-es, lies close to the ground. Rkulk'-ing, hiding, lurking in se- cret places. Il-ius'-trates, make? clear. 6. Ex-eur'-sion, a journey, a ramble. Con-ster-na'-tion, great fear and astonishment. @ — — ■ $ OF THE ECLECTIC SERIES. 105 THE LION. Every letter which is not silent, ought to be distinctly articulated. Sound each letter in the following words. — Beasts, not bcace: an-i- mals, not an-i-m'ls: with-stand, not with-stan: for-ests, uotfor-es: hot- test, not hot-tes: great-est, not great-es: fierce-est, not Jierce-es : friends, not frien's: dif-ferent, not dif-f'rent: be-hind, not be-hine: di-rect-ly, not di-rec-ly: at-tempt, not at-temp: im-rne-di-ate-ly, not im-me-d't-ly. See Exercises on pages 16 to 20. 1. The lion is an animal of the cat kind, and from his great strength and courage, is called the King of Beasts. His strength is, indeed, prodigious. There are few animals that he can not master. The elephant, the tiger, and the rhinoce- ros, are said to be the only ones that can withstand him. 2. The head, neck, and shoulders of the lion are very large ; his hinder parts are comparatively small. His neck is furnished with a thick, shaggy mane. His hight is from three to four feet, and his length from six to nine feet. His color is a yellowish red, but the mane is dark colored, and sometimes black. © w _ . 10G m c guffey's third reader' 3. The linn roams about in the forests, sometimes uttering a roar so loud, that it sounds like distant thunder. He crouches in thickets-, where buffaloes and other animals come for food and drink, and when one of them is near, he springs upon it witH a furious bound, and seizing it in his strong claws, tears it in pieces, and devours, sometimes, flesh and" bones together. He usually seeks his prey in the night, and is sly and skulking, like the cat, in his method of pursuing other animals. 4. The lion is a native of most parts of Africa, and the southern parts of Asia. In the hottest climates, he grows to the greatest size, and displays the fiercest qualities. He some- times lives to the age of seventy years or more. 5. In the southern part of Africa, lions are very common, and the adventures of the inhabitants with them, are very frequent. An anecdote is related of a settler, in the hack districts of the Cape of Good Hope, which illustrates the ferocity and courage of the lion, as well as the dangers, to which those are exposed, who live iu the countries inhabited by this animal. 6. A hunter, returning one day with some friends from an excursion, suddenly came upon two, large, full-grown lions. Their horses were already jaded, and the utmost consterna- tion, for a moment, seized them. They immediately saw, that their only hope of safety lay in separation. They started in somewhat different directions at the top of their speed, holding their rifles on the cock. 7. Those who were most lightly loaded, made good their escape, but our hunter was left behind, and, as his compan- ions disappeared below the brow of the hill, the two beasts came directly after him. He quickly loosed a deer, winch was tied to his saddle, but the prey was not sufficient to dis- tract them from their purpose. 8. Happily, as was his custom, both barrels of his piece were loaded with ball, a most timely precaution in that country, and he was a good marksman. Turning for a mo- ment, he leveled his gun with as much precision as, at such a time, he could command, and fired. lie waited not for the result, but again scampered off' as quickly as his horse could carry him, but he heard behind him, a deep, short, and out- rageous roar, and, as was afterward found, one of them was killed. His work, however, was but half done. & — — ■ Q OF THE ECLECTIC SERIES. 107 9. The time he had lost, was sufficient to bring the other within reach, and, with a tremendous bound, he leaped upon the horse's back, lacerating it in a dreadful manner, but j missed his hold, for the poor creature, mad with agony and fear, kicked with all its force, and harried on with increased rapidity. A second attempt was more successful, and the hunter was shaken from his seat ; the horse, however, again escaped. 10. The poor fellow gave himself up for lost, but he was a brave man, and he determined to sell his life as dearly as possible. Escape, he saw, was hopeless ; so, planting him- self with the energy of despair, he put his rifle hastily to his shoulder, and, just as the lion was stooping for his spring, he fired. He was a little too late ; the beast had moved, and the ball did not prove so effective as he had hoped. It entered the side of the wild beast, though it did him no mortal harm, and he leaped at his victim. 11. The shot had, nevertheless, delayed his bound for an instant, and the hunter avoided its effect by a rapid jump, and, with the butt end of his gun, struck at the lion with all his power, as he turned upon him. The dreadful creature seized it with his teeth, but with such force, that instead of twisting it out of the hunter's hand, he broke it short off by the barrel. 12. The hunter immediately attacked him again, but his | weapon was too short, and the lion, fixing his claws in his breast, and tearing off his flesh, endeavored to gripe his shoulder with his mouth. The gun-barrel was of excellent service. Driving it into the mouth of the beast with all his strength, he seized- one of the creature's jaws with his left hand, and what with the strength and energy given by the dreadful circumstances, and the purchase obtained by the gun- barrel, he succeeded in splitting the animal's mouth. 13. At the same time they fell together on their sides, and a struggle for several minutes ensued upon the ground. Blood flowed freely in the lion's mouth, and nearly choked him. His motions were thus so frustrated, that the hunter was upon his feet first, and, aiming a blow with all his might, he knocked out one of the lion's eyes. 14. The lion roared terribly with pain and rage, and, during the moments of delay caused by the loss of his eye, the hunter got behind him, and, animated by his success, hit him a ■G »» 108 mcquffey's third reader dreadful stroke upon the back of the neck, which he knew was the most tender part. The stroke, however, appeared to have no effect, for the lion immediately leaped at him again, but, it is supposed, from a defect of vision occasioned by the loss of his eye, instead of coming down upon the hunter, he leaped beside him, and shook his head, as if from excess of pain. 15. The hunter felt his strength rapidly declining, but the agony he endured enraged him, and with new power, he struck the lion again across the eyes. The beast fell back- ward, but drew the hunter with him with his paw, and an- other struggle took place upon the ground. The gun-barrel was his only safeguard. Rising up from the ground in terrible pain, and with a powerful effort, he managed to thrust it into the throat of the lion with all his might. 16. That thrust was fatal, and the huge animal fell on his side, powerless. The hunter dragged himself to a considerable distance, and then fell exhausted and senseless. His friends shortly afterward returned to his assistance, and found the two lions dead at no great distance from each other. The hunter recovered from his wounds, and lived, one of the most memorable instances of escape on record. Compiled. Questions. — Of what countries is the lion a native? What is said of his strength ? Upon what does he feed ? How does he take his prey ? Describe the manner in which the hunter escaped two lions. Where is the Cape of Good Hope ? Are there any lions in our country ? In the first sentence, what noun is used as an adjective ? Name the seven nouns in that sentence? Which two do not admit a plural form? Name the three prepositions ? What does each one govern ? What is the rule for this ? What verbs are there in this sentence ? What is their nominative ? What is the affix in the words powerless and senseless ? (page 108.) What in the word rapidly? (page 107.) What in the word declining? (page 101.) What in the word powerful? (page 108.) See MeGufley's Spelling-book, as above referred to. 0- «- OF THE ECLECTIC SERIES. 109 ARTICULATION. Observe, that in such words as beetle, title, - & OF THE ECLECTIC SERIES. 115] 5. The ancient philosophers could do nothing more than give good advice to their followers ; they had no means of enforcing that advice ; but our great lawgiver's precepts are all divine commands. 6. He spoke in the name of God : he called himself the Son of God. He spoke in a tone of superiority and au- thority, which no one before him had the courage or the right to assume : and finally, he enforced every thing he taught by the most solemn and awful sanctions, by a promise of eternal felicity to those who obeyed him, and a denunciation of the most tremendous punishments to those who rejected him. 7. These were the circumstances, which gave our blessed Lord the authority with which he spake. No wonder, then, that the people " were astonished at his doctrines," and that they all declared " he spake as never man spake." Bishop Porte us. Questions. — Whose character is here portrayed? What "was the nature of his instructions ? How did the life of Christ correspond with his teachings ? Wherein did he differ from the ancient philos- ophers ? LESSON XXXV. 1. Dis-close', lay open to view. Ar-ray', dress. 2. Dyes, colors, hues. 3. Glist'-en-ing, shining, sparklin| 4. Ar'-dent, warm, burning. Tri'-umphs, rejoices in victory. 6. Spoil'-er, one who plunders. Prey, that which is taken by force. PASSING AWAY. Remark. — In reading poetry, take particular care to observe the proper pauses, and especially not to make pauses where there are none. Give each letter its proper sound. — Pass-ing, not pass-in: soft, not sof: glist-en-ing, not glist-nin: where, not were: when, not wen: which, not wich. 1. It is written on the rose, In its glory's full array ; @ , — — _ & ® — — - — ~- o 116 mcguffey's third reader Read what those buds disclose — " Passing away." 2. It is written on the skies Of the soft, blue summer day ? It is traced in nature's dyes — "Passing away." 3c It is written on the trees, As their young leaves glistening play, And on brighter things than these — "Passing away." 4. It is written on the brow. Where the spirit's ardent ray Lives, burns, and triumphs, now — - " Passing away." 5. It is written on the heart : Alas ! that thus decay Should claim from love a part — " Passing away." 6. Friends, friends, oh ! shall we meet Where the spoiler finds no prey ? Where lovely things, and sweet, Pass not away ? 7. Shall we know each other's eyes, With the thoughts that in them lay. ■ When we meet above the skies Which pass away ? 8. Oh ! if this may be so, Speed, speed, thou closing day ; How blest from earth's vain show, To pass away ! Mrs. He maths. Questions . — Is there any thing around us which is not con- stantly changing and passing away ? What should this teach us ? What part of man will live forever ? Is there any place where there will be no more change ? Where is it ? 1 1 OF THE ECLECTIC SERIES. 1.17 f Chi B roach' < Sht Plash'd, Shr. Shroud, ARTICULATION". J ! 1 screeeh'd, poach'd, co'ach'd. 2 2 2 slash'd, clash'd, fish'd, 2 2 shrink, shrunk, shrewd, LESSON XXXVI. flesh'd. 2 shrivel. 1. In-teg'-ri-iy, honesty. [ly. Re-flect'-ed, considered attentive- Con-vic'-tion, strong belief. Ap-peal'-ed, referred to. 2. As-sails', attacks. 9. Bal'-anc-ed, compared, weighed. 15. Tempt-a'-tioa, that which has a tendency to induce one to do wrong. 16. Mur'-mur-ed, spoke in a low voice. Lighfc'-en-ed, made cheerful. THE GOLDEN RULE. Pronounce correctly. — Con-vic-tion,, not cun-vic-tion: to'-ward, not to-ward' : hon-est, not hon-ist: com-mand, not cmn-mand: par-a-ble, not par-i-ble: con-ver-sa-tion, not con-vus-a-tion. Sound the a in such words as meaning, offering, testing, washing, - -Q 120 M C GUFFEY S THIRD READER relate the conversation that Susan had with the farmer. ? "What effect did it have upon the farmer ? In the first sentence of the last paragraph, what part of speech is selfish ? Compare it. What does it qualify ? Which are the two nouns ? What is the plural of each ? What is the possessive case of each ? How is the possessive case of nouns formed ? See Pinneo's Primary Grammar. LESSON XXXVII. 1. Quad'-ru-ped, an animal having four legs and feet. Pend'-u-lous, hanging down. Com'-merce, trade. [ceivinsj. 3. Strat'-a-gem, artifice, plan for de- Do'-cile, teachable. 6. Ar-rack', a spirituous liquor, made from the juice of the cocoa-nut tree. A-sy'-lum, a place of refuge. Vig'-or-ous-ly, with great strength. 7. Un-wield'-y, heavy, unmanage- able, [ness. Ca-ress'-ing, treating with fond- Tac'-it-ly, silently. 8. Ep-i-dem'-ic, affecting many people. Na'-bob, a prince in India. THE ELEPHANT. Remark. — The great objects of reading are to acquire useful knowledge, to establish your hearts in virtue, and to prepare for a right performance of the duties of life. Prcnou.vc e correctty. — El-e-phant, not el-e-phunt : com-merce, not com-7nuss: at-tack, not at-tact: to-geth-er, not tug-elh-er: na-ture, pro. nate-yur: al-ways, not ol-uz: dread-ful, not dread-f'l. 1. The elephant is the largest of quadrupeds; his hight is from eight to fourteen feet, and his length is from ten to fifteen feet. His form is that of a hog ; his eyes are small and lively ; his ears are long, broad, and pendulous. He has two large tusks, which form the ivory of commerce, and a trunk or proboscis at the end of the nose, which he uses to take his food with, and for attack or defense. His color is a dark ash brown. 2. Elephants often assemble in large troops ; and as they march in quest of food, the forests seem to tremble under them. They eat the branches of trees, together with roots. "»- -0 -© 0? THE ECLECTIC SERIES. 121 j herbs, leaves, grain, and fruit, but will not touch fish or flesh. j In a stau of nature, they are peaceable, mild, and brave; exerting their power only for their own protection, or in defense of their own species, with whom they are always social and friendly. 3. Elephants are found both in Asia and Africa, but they are of different species, the Asiatic elephant having five toes, and the African, three. These animals are caught by strata- gem, and when tamed, they are the most gentle, obedient, and patient, as well as the most docile and sagacious of all quad- rupeds. They are used to carry burdens, and for traveling. Their attachment to their masters is remarkable ; and they seem to live but to serve and obey them. They always kneel to receive their riders or the loads they have to carry. 4. The anecdotes, illustrating the character of the elephant, are numerous. An elephant, which was kept for exhibition at London, was often required, as is usual in such exhibitions, to pick up, with his trunk, a piece of money, thrown upon the floor for this purpose. On one occasion, a sixpence was thrown, which happened to roll a little out of his reach, not far from the wall. Being desired to pick it up, he stretched out his proboscis several times to reach it ; failing in this, he ' stood motionless a few seconds, evidently considering how to act. »- -11- -O e- 122 m°guffey's third reader 5. He then stretched his proboscis in a straight line as far as he could, a little distance above the coin, and ulew with great force against the wall. The angle produced by the opposition of the wail, made the current of air act under the coin, as he evidently supposed it would ; and it was curious to observe the sixpence traveling toward the animal, till it came ! within his reach, and he picked it up. 6. A soldier, in India, who had frequently carried an ele- j phant some arrack, being one day intoxicated, and seeing j himself pursued by the' guard, whose orders were to conduct him to prison, took refuge under the elephant. The guard | soon finding his retreat, attempted in vain to take him from j his asylum ; for the elephant vigorously defended him with his trunk. 7. As soon as the soldier became sober, and saw himself placed under such an unwieldy animal, he was so terrified that he scarcely durst move either hand or foot; but the elephant soon caused his fears to subside, by caressing him with his trunk, and thus tacitly saying, "Depart in peace." 8. A pleasing anecdote is related of an elephant, which was the property of the nabob. of Lucknow. There was, in that city, an epidemic disorder, making dreadful havoc among the inhabitants. The road to the palace gate was covered with the sick and dying, lying on the ground at the moment the nabob was about to pass. 9. Regardless of the suffering he must cause, the nabob held on ids way, not caring whether his beast trod upon the poor helpless creatures or not. But the animal, more kind- hearted than his master, carefully cleared the path of the poor helpless wretches as he went along. Some lie lifted with his trunk, entirely out of the road. Some he set upon their feet, and among the others, he stepped so carefully, that not an individual was injured. Compiled. Questions. — Of what countries is the elephant a native 1 Upon ■what does he feed ? Is he ever tamed ? Of what use is he, when tamed 1 What good qualities does he possess ? What trait of char- acter did the elephant exhibit in getting the piece of money? What one, in protecting the soldier ? What one, in sparing the sick, who were lying upon the ground 1 In the last sentence, which words are prepositions ? Which are the adverbs ? What do they qualify 7 What does the word adverb 6- OF THE ECLECTIC SERIES. 123 mean ? Why is it so called? Which are the verbs, and which is the nominative to each ? What sound 1it.s s in tho words cause and his? (pages 13, 47, 20.) What is the prefix in the word unwieldy ? (page 111.) What is the prefix in dis- order ? ( page 115.) See McGuffoy's Spelling-book. ARTICULATION. Thd. Thz. Thr. LESSON XXXVIII. 1. Wan'-der-er, one who has strayed out of the way. 2. Sus-pense', doubt, uncertainty. 3. Trav'-ers-ed, passed over and ex- amined. 5. As-cer-tain'-ed, made certain. 6. Sym'-pa-thi-zed, felt for. 10. 11. 13. De-cliv'-i-ty, descent of land. Pro-claim'-ed, made known pub- licly. Pro-ces'-sion, a train of persons walking or riding. Pvop-re-sent-a'-tion, the act of describing or showing. Loath'd, seeth'd, smooth'd, sooth'd, mouth'd. I ! 5 5 Loathes, seethes, smooths, soothes, mouths. J 2 2 3 2 1 Thread,, threat, thrift, throtde, through. 6 THE LOST CHILD. Remark. — Never allow yourself, in reading, to think of any thing but the subject before you, and thus you > " manner will be much, j more natural, and you will be better understood by others. Articulate each letter clearly. — Sep-a-ra-ted, not sep'ra-ted: | children, not chil-ren: wan-der-er, not wan-dWer: gath-er-ing, not j gath'rin: coun-te-nan-ces, not count' nan-ccs: in-ter-est, not in-Vres: J hast-i-ly, not hastfly: ev-er-y, not ev'ry: di-rect-ed, not d'rect-ed. 1. A few years since, a child was lost in the woods. He was out, with his brothers and sisters, gathering berries, and , $ I 124 M<-'GUFFEY S THIRD READER •f was accidentally separated from them, and lost. The chil- dren, after looking in vain for some time, in search of the little wanderer, returned, just in the dusk of the evening, to inform their parents, that their brother was lost, and could not be found. 2. The woods, at that time, were infested with bears. The darkness of a cloudy night was rapidly coming on, and the alarmed father, gathering- a few of his neighbors, hastened in search of the lost child. The mother remained at home, almost distracted with suspense. 3. As the clouds gathered, and the darkness increased, the father and the neighbors, with highly-excited fears, traversed the woods in all directions, and raised loud shouts to attract the attention of the child. But their search was in vain. They could find no trace of the wanderer ; and, as they stood under the boughs of the lofty trees, and listened, that, if possi- ble, they might hear his feeble voice, no sound was borne to their ears but the melancholy moaning of the wind, as it swept through the thick branches of the forest. 4. The gathering clouds threatened an approaching storm, and the deep darkness of the night had already enveloped them. It is difficult to conceive what were the feelings of that father. And who could imagine how deep the agony which filled the bosom of that mother, as she heard the wind, and beheld the darkness in which her child was wandering! 5. The search continued in vain, till nine o'clock in the evening. Then, one of the party was sent back to the village, to collect the inhabitants for a more extensive search. The bell rung the alarm, and the cry of fire resounded through the | streets. It was, however, ascertained that it was not fire which caused the alarm, but that the bell tolled the more solemn tidings of a lost child. 6. Every heart sympathized in the sorrows of the dis- tracted parents. Soon, multitudes of the people were seen ascending the hill, upon the declivity of which the village was situated, to aid in the search. Ere long, the rain began to fall, but no tidings came back to the village of the lost child. Hardly an eye was that night closed in sleep, and there was not a mother who did not feel for the agonized parents. 7. The night passed away, and the morning dawned, and yet no tidings came. At last, those engaged in the search, I <; -® 0? THE ECLECTIC SERIES. 125 met together, and held a consultation. They made arrange- inents for a more minute and extended search, and agreed that, in case the child was found, a gun should be fired, to give a signal to the rest of the party. 8. As the sun arose, the clouds were dispelled, and the whole landscape glittered in the rays of the bright morning. But that village was deserted and still. The stores were closed, and business was hushed. Mothers were walking the streets, with sympathizing countenances and anxious hearts. There was but one thought there : " What has become of the lost child?" 9. All the affections and interest of the community, were flowing in. one deep and broad channel toward the little wan- derer. About nine in the morning, the signal gun was fired, which announced that the child was found ; and for a moment, how dreadful was the suspense ! Was it found a mangled corpse, or was it alive and well ? lQ.^jSoon, a joyful shout proclaimed the safety of the child. The shout was borne from tongue to tongue, till the whole forest rung again with the joyful acclamations of the multitude. A commissioned messenger rapidly bore the tidings to the distracted mother. A procession was immediately formed, by those engaged in the search. The child was placed upon a platform, hastily constructed from the boughs of trees, and borne in triumph at the head of the procession. When they arrived at the brow of the hill, they rested for a moment, and proclaimed their success with three loud and animated cheers. 11. The procession then moved on, till they arrived in front of the dwelling, where the parents of the child resided. The mother, who stood at the door, with streaming eyes and throbbing heart, could no longer restrain herself, or her feelings. 12. She rushed into the street, clasped her child to her bosom, and wept aloud. Every eye was suffused with tears, and, for a moment, all were silent. But suddenly, some one gave a signal for a shout. One loud, and long, and happy note of joy rose from the assembled multitude, and they then dispersed to their business and their homes. 13. There was more joy over the one child that was found, than over the ninety and nine that went not astray. Like- wise, there is joy in the presence of the angels of God, over one sinner that repenleth. But still, this is a feeble represent- ation of the love of our Father in heaven for us, and of the Gr -r~% V- ■Q 12G M C GUFFEY S THIRD READER joy with which the angels welcome the returning wanderer. The mother can not feel for her child that is lost, as God feels for the unhappy wanderers in the paths of sin. 14. The child was exposed to a few hours of suffering; it was in danger of being torn by the claws and teeth of the bear ; and how anxiously did the wretched mother pray for its deliverance ! How warmly were the sympathies of friends enlisted in its favor, and how perseveringly were their efforts directed to its recovery ! Oh, if a mother can feel so much, what must be the feelings of our Father in heaven, for those who have strayed from his love ? If man can feel so deep a sympathy, what must be the emotions which glow in the bosom of angels ? • Abbott. Question's. — What is this story about ? "Where was the child lost ? With what were the woods infested ? Who went out in search of the little wanderer ? What was to be the signal, when they found the child ? Did they find him the first night ? What did the neigh- bors then do ? What sound proclaimed the recovery ot the child ? How was the child taken to its mother ? What were the feelings of the mother on beholding it ? When is there joy in heaven ? Does not this imply the great worth of the soul ? LESSON XXXIX. 15. Or'-phan, a fatherless or mother- lass child. A-ban'-don-ed, given up. Wiles, tricks, cunning plans. IT). Ter'-ri-bly, in a manner to cause fear. [action. 17. Vi'-o-lence, vehemence, excited 20. Ter'-ri-fi-ed, very much fright- ened. THE DEAD MOTHER. Articulation. — Articulate clearly the h in the following words : why, what, when : not wy, wat, wen. See Exercise IV. page 18. 1. Fath. Touch not thy mother, boy ; thou canst not wake her. 2. Child. Why, father? She still wakens at this hour. (.> -® — — . — — — <& OF THE ECLECTIC SERIES. 127 3. Fath. Your mother's dead, my child. 4. Child. And what is dead ? If she be dead, why, then, 'tis only sleeping, For I am sure she sleeps. Come, mother, rise : Her -hand is very cold! 5. Fath. Her heart, is cold. Her limbs are bloodless, would that mine were so! 6. Child. If she would waken, she would soon be warm. g Why is she wrapt in this thin sheet ? If I This wint'ry morning, were not covered better, I should be cold, like her. I 7. Fath. No, not like her : The fire might warm you, or thick clothes; but Iter — Nothing can warm again ! | 8. Child. If I could wake her, She would smile on me, as she always does, I And kiss me. Mother ! you have slept too long ; Her face is pale, and it would frighten me, But that I know she loves me. 9. Fath. Come, my child. 9 10. Child. Once, when I sat upon her lap, I felt A beating at her side, and then she said It was her heart that beat, and bade me feel For my own heart, and they both beat alike, Only mine was the quickest ; and I feel My own heart yet; but hers — I can not feel. 11. Fath. Child! child! you drive me mad; come hence, I say. 12. Child. Nay, father, be not angry! let roe stay Here till my mother wakens. 13. Fath. I have told you, Your mother can not wake ; not in this world ; But in another, she will wake for us. When we have slept like her, then we shall see her. 14. Child. Would it were night, then ! 15. Fath. No, unhappy child! Full many a night shall pass, ere thou canst sleep That last, long sleep. Thy father soon shall sleep it ; ' Then wilt thou be deserted upon earth ; None will regard thee ; thou wilt soon forget 128 M C GUFFEY S THIRD READER -® That thou hadst natural ties ; an orphan lone. Abandoned to the wiles of wicked men. 16. Child. Father! father! Why do you look so terribly upon me, You will not hurt me? 17. Fata. Hurt thee, darling? no! lias sorrow s violence so much of anger, That it should fright my boy ? Come, dearest, eome. 18. Child. You are not angry, then? 19. Fath. Too well I love you. 20. Child. All you have said, I can not now remember, Nor what is meant ; you terrified me so. But this I know you told me; I must sleep Before my mother wakens ; so, to-morrow ! Oh, father ! that to-morrow were but eome ! Anonymous. Questions. — What is this species of composition called ? How should it be read ? What mark is that after "father," in the second line ? What is its use 7 ARTICULATION. 2 2 2 2 2 3 JYgz. Sings, things, wings, flings, stings, gongs. 2 2 2 3 2 2 Ngd. Wing'd, twang'd, clang'd, throng'd, bung'd, hang'd. 2 2 2 2 2 2 Nks. Thinks, drinks, shrinks, blinks, thanks, banks. LESSON XL. 2. Dis-eov'-er-ed, found out. Tin'-y, very small. 3. Coin-po'-ser, an author. Or'-ches-tra, a body of musicians. Coin-po-si'-tions, musical pieces.* 6. Rap'-tures, extreme delight. 8. Chat'-ting, talking familiarly. 10. De-ject'-ed, discouraged, low- spirited. Strewn, spread by scattering. * It will be recollected, that those definitions only are given, which are appropriate in the connection in which the word is used. ©- OF THE ECLECTIC SERIES. 129 LITTLE VICTORIES. Remark. — In conversational pieces like the following, the man- ner of each speaker should be imitated, as in a dialogue. Articulate the letter d: — round, not roun: found, not fount mind, not mine: mild, not mile: hund-reds, not hun-reds: hand, not han: tohi, not tole: and, not an: fond, not /on: a-sham'd, not a-shame. Articulate the t: — lost, not loss: burst, not b urs: just, not juss: great-est, not great-es: loud-est, not loud-es. 1. "Oh, mother, now that I have lost my limb, I can never be a soldier or a sailor; I can never go round the world!" And Hugh burst into tears, now more really af- flicted than he had ever been yet. His mother sat on the bed beside him, and wiped away his tears as they flowed, while he told her, as well as his sobs would let him, how long and how much he had reckoned on going round the world, and how little he cared for any thing else in future ; and now this was just the very thing he should never be able to do ! 2. He had practiced climbing ever since he could remem- ber, and now this was of no use ; he had practiced marching, and now he should never march again. When he had finished his complaint, there was a pause, and his mother said, " Hugh, you have heard of Huber." "The man who found out so much about bees?" said Hugh. " Bees and ants. When Huber had discovered more than had ever been known about these, and when he was sure that he could learn still more, and was more and more anxious to peep into their tiny homes, and curious ways, he became blind." 3. Hugh sighed, and his mother went on. " Did you ever hear of Beethoven ? He was one of the greatest musical composers that ever lived. His great, his sole delight, was in music. It was the passion of his life. When all his time and all his mind were given to music, he suddenly became deaf, perfectly deaf; so that he never more heard one single note from the loudest orchestra. While crowds were moved and delighted with his compositions, it was all silence to him." Hugh said nothing. ™ , , . — ■& o- 130 mcguffey's third reader o 4. " Now do you think," asked his mother — -and Hugh saw that a mild and gentle smile beamed from her counte- nance, — "do you think that these people were without a heavenly Parent ? " "O no ! but were they patient?" asked Hugh. " Yes, in their different ways and degrees. Would you suppose, that they were hardly treated 1 Or would vou not rather suppose, that their Father gave them something better to do, than they had planned for themselves ? " 5. " He must know best, of course ; but it does seem very hard, that that very thing should happen to them. Huber would not have so much minded being deaf, perhaps ; or that musical man being blind." " No doubt their hearts often swelled within them, at their disappointments ; but I fully believe that they very soon found God's will to be wiser than their wishes. They found, if they bore their trial well, that there was work for their hearts to do, far nobler than any the head could do through the eye, or the ear. And they soon felt a new and delicious pleasure, which none but the bitterly disappointed can feel." "What is that?" 6. " The pleasure of rousing the soul to bear pain, and of agreeing with God silently, when nobody knows what is in the breast. There is no pleasure like that of exercising one's soul in bearing pain, and of finding one's heart glow with the hope that one is pleasing God." " Shall I feel that pleasure ? " "Often and often, I have no doubt; every time you can willingly give up your wish to be a soldier, or a sailor, or any thing else you have set your mind upon, you Avill feel that pleasure. But I do not expect it of you yet. I dare say, it was long a bitter thing to Beethoven to see hundreds of people in raptures with his music, when he could not hear a note of it." 7. " But did he ever smile again ? " asked Hugh. " If he did, he was happier than all the fine music in the world could have made him," replied his mother. " I wonder, O, I wonder if I shall ever feel so ! " " We will pray to God that you may. now ? " Shall we ask him C- $ — -© OF THE ECLECTIC SERIES. 131 Hugh clasped his hands. His mother kneeled beside the bed, and, in a very few words, prayed that Hugh might be able to bear his misfortune well, and that his friends might give him such help and comfort as God should approve. 8. Hugh found himself subject to very painful feelings sometimes, such as no one quite understood, and such as lie feared no one was able to pity as they deserved. On one occasion, when he had been quite, merry for a while, and his mother and his sister Agnes were chatting, they thought they heard a sob from the sofa. They spoke to Hugh, and found that he was indeed crying bitterly. " What is it, my dear ? " said his mother. " Agnes, have we said any thing that could hurt his feelings? " " No, no," sobbed Hugh. " I will tell you presently." 9. And presently he told them, that he was so busy listen- ing to what they said, that he forgot every thing else, when he felt as if something got between two of his toes ; uncon- sciously he put down his hand, as if his foot was there ! Nothing could be plainer than the feeling in his toes ; and then, when he put out his hand, and found nothing, it was so terrible ! it startled him so ! It was a comfort to find that his mother knew about this. She came, and kneeled by his sofa, and told him that many persons who had lost a limb, considered this the most painful thing they had to bear, for some time ; but that, though the feeling would return occasionally through life, it would cease to be painful. 10. Hugh was very much dejected, and when he thought of the long days, and months, and years, to the end of his life, and that he should never run and play, and never be like other people, he almost wished that he was dead. Agnes thought that he must be miserable indeed, if he could venture to say this to his mother. She glanced at her mother's face, but there was no displeasure there. On the contrary, she said this feeling was very natural. She had felt it herself, under smaller misfortunes than Hugh's : but she had found, though the prospect appears all strewn with troubles, that they come singly, and are not so hard to bear, after all. 11. She told Hugh, that when she was a little girl, she was very lazy, fond of her bed, and not at all fond of dressing or washing. © $ 132 McGUFFEYS third reader " Why, mother ! } t ou ? " exclaimed Hugh. " Yes ; that was the sort of little girl I was. Well, I wns in despair, one day, at the thought that I should have to wash and clean ray teeth, and brush my hair, and put on every article of dress, every morning as long as I lived." " Did you tell any body ? " asked Hugh. 12. "No; I was ashamed to do that; but I remember I cried. You see how it turns out. When we have become accustomed to any thing, we do it without ever thinking of the trouble, and, as the old fable tells us, the clock, that has to tick so many millions of times, has exactly the same number of seconds to do it in. So will you find, that you can move about on each separate occasion, as you wish, and practice will enable you to do it without any trouble or thought." " But this is not all, nor half what I mean," said Hugh. 13. "No, my dear, nor half what you will have to bear. You resolved to bear it all patiently, I remember. But what is it you dread the most? " " Oh ! all manner of things. I can never do like other people." " Some things," replied his mother. " You can never play cricket, as every Crofton boy would like to do. You can never dance at your sister's Christmas parties." 14. " Oh ! mamma ! " cried Agnes, with tears in her eyes, and with the thought in her mind, that it was cruel to talk so. " Go on ! Go on ! " cried Hugh, brightening. You know what I feel, mother; and you don't keep telling me, as others do, and even sister Agnes, sometimes, that it won 't signify much, and that I shall not care, and all that; making out that it is no misfortune, hardly, when I know what it is, and they do n't. Now then, go on, mother ! What else ? " 15. "There will be little checks and mortifications contin- ually, when you see little boys leaping over this, and climbing that, and playing at the other, while you must stand out, and can only look on. And some people will pity you, in a way you do n't like : and some may even laugh at you." " mamma ! " exclaimed Agnes. " Well, and what else ? " said Hugh. 16. " Sooner or later, you will have to follow some way of ® , _ @ OF THE ECLECTIC SERIES, 133 life determined by this accident, instead of one that you would have liked better. « Well, what else ? " , " I must ask you, now. I can think of nothing more ; and I hope there is not much else ; for indeed, I think here is quite enough for a boy, or any one else, to bear." " I will bear it, though ; you will see." 17. "You will find great helps. These misfortunes, of themselves, strengthen one's mind. They have some advan- tages, too. You will be a better scholar for your lameness, I have no doubt. You will read more books, and have a mind richer in thoughts. You will be more beloved by us all, and you yourself will love God more for having given you some- thing to bear for his sake. God himself will help you to bear your trials. You will conquer your troubles one by one, and by a succession of little victories, will, at last, completely triumph over all." Miss Martineau. Questions. — What was the matter with Hugh ? What plan for the future did this misfortune interfere with ? Whom did his mother mention as having heeri similarly situated ? How was Huber disap- pointed ? How was Beethoven disappointed ? From whom come our disappointments ? Are they intended for our good ? How should we feel under them? How did Hugh's mother comfort him ? What did Hugh determine to do ? In what way did his mother think that his misfortune would be an advantage to him ? In the last sentence, which words are in the objective case ? What two verbs are in the future tense ? Which are the pronouns ? Which are the prepositions ? In the 14th paragraph, what interjection is there ? Point out three nouns in this paragraph. What does the word noun mean ? TO TEACHERS. It will be found a profitable exercise, in addition to the spelling and denning at the head of each lesson, to call upon the class to spell the more difficult words. It is recommended, also, that the pupils be fre- quently required to write upon a blackboard, or slate, words selected by the teacher from the reading lesson, as it is very common to find those, who spell correctly by the ear, to be at fault when required to write the same words. 8f* . — _ — _ & 134 m c guffey's third reader lesson xl: 1. Mul'-ti-tude, a great number. j S. For-swear', to swear falsely. 2. Eles'-sed, happy. Mcr'-ci-ful, exercising mercy. 3. Per'-se-cu-ted, troubled or pun- ished for religious opinions. 9. Do-spite'-ful-ly, maliciously. 10. Pub'-li-can, a collector of taxes. (These, among the Jews, were very bad men.) EXTRACT FROM THE SERMON ON THE MOUNT. Remark. — The words Lord and God are seldom pronounced with, that full and solemn sound that is proper, hud, and Laicard, and Gad and Gawd, are too frequently used instead of the proper sounds : if the pupil can learn to speak the three words, — Lord — God, in a clear, full, and solemn tone, it will be worth no little attention. Articulate the r in the following words: poor, their, hunger, are, pure, members, forswear, perform, earth, neither, Iteuru, more, there- fore, perfect. See Exercise IV., page 19. 1. And seeing the multitude, He went up into a mountain: and when He was set, His disciples came unto Him: and He opened His mouth, and taught them, saying, 2. Blessed are the poor in spirit: for theirs is the kingdom of heaven. Blessed are they that mourn : for they shall be comforted. Blessed are the meek : for they shall inherit the earth. Blessed are they which do hunger and thirst after righteousness : for they shall be filled.' Blessed are the merci- ful : for they shall obtain mercy. Blessed are the pure in heart : for they shall see God. 3. Blessed are the peace-makers : for they shall be called the children of God. Blessed are they which are persecuted for righteousness' sake : for theirs is the kingdom of heaven. Blessed are ye when men shall revile you, and persecute you, and shall say all manner of evil against you falsely, for my sake. Rejoice and be exceeding glad; for great is your reward in heaven ; for so persecuted they the prophets which were before you. 14. Think not that I am come to destroy the law, or the prophets : I am not come to destroy, but to fulfill. For verily ® — . ® M- OF THE ECLECTIC SERIES. 135 [ say unto you, Till heaven cud earth pass, one jot or one little shall in no wise pass from the law, till all be fulfilled. 5. Whosoever, therefore, shall break one of these least commandments, and shall teach men so, lie shall be called least in the kingdom of heaven ; but whosoever shall do, and teach them, the same shall be called great in the kingdom of heaven. For I say unto you, That except your righteousness exceed the righteousness of the Scribes and Pharisees, ye shall in no case enter into the kingdom of heaven. 6. Ye have heard that it was said by them of old time, Thou shalt not kill; and whosoever shall -kill, shall be in danger of the judgment. But I say unto you, That whoso- ever is angry with his brother without a cause, shall be in danger of the judgment: and whosoever shall say to his brother, Raca, shall be in danger of the council : but whoso- ever shall say, Thou fool, shall be in danger of hell-fire. 7. If thy right eye offend thee, pluck it out, and cast it from thee: for it is profitable for thee that one of thy mem- bers should perish, and not that thy whole body should be cast into hell. If thy right hand offend thee, cut it off, and cast it from thee : for it is profitable for thee that one of thy members should perish, and not that thy whole body should be cast into hell. 8. Again, ye have heard that it hath been said by them of old time, Thou shalt not forswear thyself, but shalt perform unto the Lord thine oaths : but I say unto you, Swear not at all ; neither by heaven ; for it is God's throne : nor by the earth ; for it is His footstool : neither by Jerusalem ; for it is the city of the great King : neither shalt thou swear by thy head, because thou canst not make one hair white or black. But let your communication be yea, yea ; nay, nay ; for what- soever is more than these cometh of evil. 9. Ye have heard that it hath been said, Thou shalt love thy neighbor and hate thine enemy : but I say unto you, Love your enemies, bless them that curse you, do good to them that hate you, and pray for them which despitefully use you and persecute you ; that ye may be the children of your Father which is in heaven : for He maketh His sun to rise on the evil and on the good, and scndeth rain on the just and on the unjust. 10. For if you love them which love you, what reward -® #- 13G rpguffey's third reader have ye ? do not even the publicans the same ? And if ye salute your brethren only, what do ye more than others? do not even the publicans so ? Be ye, therefore, perfect, even as your Father which is in heaven is perfect. k Bible. Questions. — Who delivered this sermon? Why are the poor in spirit blessed or happy ? Why, they that mourn ? What kind of mourners are intended ? Why are the meek happy ? Why, they who hunger and thirst after righteousness? Why, the merciful ? Why, the pure in heart ? Why, peace-makers ? Why, the persecuted for righteousness' sake? What should we do to our enemies? What do?s God do to the evil and the good 1 In the first sentence, for what noun does the pronoun He stand ? Which are the nouns in this sentence ? Which are the participles ? Which are the conjunctions ? Which words are in the objective case ? Which in the nominative ? What does the word nominative mean ? OCT See Pinneo's Primary Grammar. From what is the word unjust derived? (page 111.) What is the prefix? (page 111.) What meaning does it give? (page 111.) What is a prefix ? (page 111.) From what is the word only derived? (page 107.) What is the affix? (page 107.) What meaning does it give the word? (page 107.) From what is the affix ly derived? (page 107.) What is an affix ? (page 100.) See McGmTey's Eclectic Spelling-book. ARTICULATION". N o t e . — Combinations composed of two elementary sounas having been thus far given for practice, the following exercises will contain principally combinations of three, four, and five elements. This progressive plan has been adopted, because thus tho development of the organs will bo better secured:,' and the habit of distinct articulation more easily acquired. Observe that e in blabbed, gabbles, &c, is omitted. 2 2 2 2 Bz, bst. Blabs, blabst : throbs, throbst. Bd, bdst. Blabb'd, blabb'dst: throbb'd, throbb'dst. 2 2 2 2 Biz, blst. Gabbl's, gabbl'st: quibbl's, quibbl'st. Bid, bldst. Gabbl'd, gabbl'dst: quibbl'd, quibbl'dst. 6 ■ ® OF THE ECLECTIC SERIES. 137 -® LESSON XLII. 1. Un-cul'-ti-va-ted, not improved by labor. Quest, search. Re-sourc'-es, sources of support. 3. Cer'-e-mo-ny, outward form. 5. Con-jur'-ing, imploring with so- lemnity. 6. Ap-peas'-ed, made quiet and friendly. 10. Fe-roc'-ity, savageness, cruelty. 11. Cops'-es, woods of small growth. Pon'-der-ous, very heavy. 12. Te-nac'-i-ty, that quality which keeps things from separating. In-stan-ta'-nc-ous-ly, in an in- stant. 13. Un-per-ceiv'-ed, not seen. 15. Poueh'-es, small bags. Per-pen-dlc'-u-lar, straight up and down. En'-ter-pri-sing, forward to un- dertake, resolute. 17. STORIES ABOUT THE BEAR. Avoid the omission of the unaccented i in words like solitary, ani- mals, perilous, eminence, OF THE ECLECTIC SERIES. 141 LESSON XLIII. 2. Trsns-par'-ent, clear, admitting light. Re-fraet'-e'l, turned from a direct course. 3. Phe-nom'-e-non, appearance. Ed'-i-fy-ing, instmctire. Con-dc-ecend'-ed, stooped, isum- bled himself. Sym'-bol, as emblem, Se-iene', clear, fair. 4. Cov'-e-aant,, a mutual agreement. I Form-a'-tion, tho act of making. THE RAINBOW. Remark. — One lessor, read with reflection, ■will more improve the mind, and enrich the understanding, than skimming over tke sur- face of a whole book. Articulate the consonants in the following words : darts, drops, transparent, refracted, globes, reflected, fast, spectator, 0bserves, conclude. See Exercise III., pages 11 to 15. L When the sun darts his rays on the drops of water that fall from a cloud, and when we are so placed that our backs are toward the sun, and the cloud is before us, then we see a rainbow. 2. The drops of rain may be considered as small transpar- ent globes, on which the rays fall, and are twice refracted, and once reflected. Hence the colors of the rainbow ; which are seven in number, and are arranged in the following order, red, orange, yellow, green, blue, indigo, and violet. 3. These colors appear the most vivid, when the cloud behind the rainbow is dark, and the drops of rain fall thick and fast. The drops falling continually, produce a new rain- bow every moment, and as each spectator has his particular I situation, from which he observes this phenomenon, it so hap- pens that no two men, properly speaking, can see the same rainbow. This rainbow can last no longer than the drops of rain continue to fall. 4. If we consider the rainbow merely as a phenomenon of nature, it is one of the finest sights imaginable. It is the most beautiful colored picture which the Creator has placed before our eyes. But, when we recollect that God has made it a sign of his mercy, and of the covenant which he has con- y 142 McGUFFEY S THIRD READER dsscended to enter into with man ; then we shall find matter in it for the most edifying reflection. 5. When the rain is general, there can be no rainbow : as often, therefore, as we see this beautiful symbol of peace, we may conclude with certainty, that we need fear no deluge ; for to effect one, there must be a violent rain from all parts of the heavens at once. 6. Thus, when the sky is only covered on one side with clouds, and the sun is seen on the other, it is a proof that these gloomy clouds shall be shortly dispersed, and the heavens become serene. Hence it is, that a rainbow can not be seen, unless the sun be behind, and the rain before us. In order to the formation of the bow, it is necessary that the sun and the rain should be seen at the same time. ■■ SSITRM. Questions. — On what is the rainbow formed? How many colors has the rainbow ? What are they 1 Of what is the rainbow a sign 1 When can there not be a rainbow ? What is necessary to its formation ? ARTICULATION. Dz, dst. Feeds, feedst : upholds, upholdst Dth, dths. Width, widths : breadth, breadths Dlz, dlst. 2 Huddl's, huddl'st : bridl's, bridl'st. Did, didst. Huddl'd, huddl'dst : bridl'd, bridl'dst. LESSON XLIV. 1. Land'-scape, a portion of country. 3. Ze'-nith, that part of the heavens directly over head. 6. Grand'-eiir, greatness, splendor. 7. Om-nip'-o-tence, Almighty power. 8. Pa-vil'-ion, a tent. De'-i-ty, the Supreme Being. 12. Tran-scri'-bed, copied. 13. Venge'-ance, punishment. Un-furl'-ed, unfolded. ©- -- OF THE ECLECTIC SERIES. 143 THE RAINBOW. Remark. — Do not allow the measure of poetry, its rhyme and melody, to betray you into a mode of chanting. Pronounce correctly. — Land-scape, not land-skip: herb-age, (pro. herb-age or erb-age) : dis-tance, not dis-tunce: Om-nip-o-tence, not Om- nip-tunce, 1. The evening was glorious, and light through the trees Play'd the sunshine and rain-drops, the birds and the breeze, The landscape, outstretching in loveliness, lay On the lap of the year, in the beauty of May. 2. For the Queen of the Spring, as she passed down the vale, Left her robe on the trees, and her breath on the gale ; And the smiles of her promise gave joy to the hours, And flush, in her footsteps, sprang herbage and flowers. 3. The skies, like a banner, in sunset unroll 'd, O 'er the west threw their splendor of azure and gold ; But one cloud at a distance, rose dense, and increas'd, Till its margin of black touch'd the zenith and east. 4. We gazed on the scenes, while around us they glow'd, When a vision of beauty appear 'd on the cloud, 'T was not like the sun, as at mid-day we view, Nor the moon that rolls nightly through star-light and blue. 5. Like a spirit, it came in the van of the storm, And the eye and the heart hailed its beautiful form : For it looked not severe, like an Angel of Wrath, But its garment of brightness illum'd its dark path. 6. In the hues of its grandeur, sublimely it stood, O 'er the river, the village, the field, and the wood ; And river, field, village, and woodlands, grew bright, As conscious they gave and afforded delight. 7. 'T was the bow of Omnipotence, bent in his hand, Whose grasp at Creation the universe spann 'd ; 6 '■ -■■ & © . ! ( 144 m c guffey's third reader T was the presence of God, in symbol sublime; His vow- from the flood till the exit of Time. 1*8. O ! such was the Rainbow, that beautiful one ! Whose arch was refraction, its key-stone the Sun ; A pavilion it seemed, which the Deity graced, And Justice and Mercy met there and embraced. 9. Awhile, and it sweetly bent over the gloom, Like Love o'er a death-couch, or Hope o'er the tomb; Then left the dark scene ; whence it slowly retired, As Love had just vanished, or Hope had expired. [ 10. I gazed not alone on that source of my song; To all who beheld it, these verses belong:; Its presence to all was the path of the Lord ! Each full heart expanded, grew warm, and adored. | 11. Like a visit, the converse of friends, or a day, That bow from my sight passed for ever away ; Like that visit, that converse, that day, to my heart, That bow from remembrance can never depart. 12. 'Tis a picture in memory, distinctly defined With the strong and unpcrishing colors of mind : A part of my being, beyond my control, Beheld on that cloud, but transcribed on my soul. 13. Not dreadful, as when in the whirlwind he pleads, When storms are his chariot, and lightning his steeds, The black clouds, his banner of vengeance, unfurled, And thunder his voice to a guilt-stricken world: 14. In the breath of his presence, when thousands expire, And the seas boil with fury, and rocks burn with fire, And the sword, and the plague-spot, with death strew the plain, And vultures and wolves are the graves of the slain. Campbell. Questions. — What should be avoided in reading poetry ? (See Remark prefixed to this lesson). What mark is that between " plague" and " spot," in the last line but one ? For what purpose is it used ? «— © «> -o OF THE ECLECTIC SERIES. 145 LESSON XLV Port-maa'-teau, (pro. port-man' -to), a kind of bag to carry clothes in. Con-struc'-tion, the manner of putting together the parts of a machine. Ex'-qui-site, exact, delicate. Cu'-ri-ous, made with skilL Screen, a curtain, a cover. De-ei'-pher-ing, explaining. Man'-u-script, a book or paper writ- ten with the hand or pen. Con-ject'-uro, guess. Rep-re-sent-a'-tion, image. ; A WONDERFUL INSTRUMENT. I Pronounce correctly. — Dis-trib-u-ting, not dis-trib-it-ing : in- [ ju-ry, not in-jer-ry: val-ue, not val-ew: ac-cu-rate, not ac-ker-it: man-u- I scripts, not man-ny-scripts : con-ject-ure, not con-jec-ter. A gentleman, just returned from the city, was surrounded by his children, who were eager to hear the news ; and still more eager to see the contents of a small portmanteau, which were, one by one, carefully unfolded and displayed to view. After distributing among them a few presents, the father took his seat again, and the following conversation took place. Father. I have brought from the city, for my own use, something far more curious and valuable, than any of the little gifts which you have received. It is too good to present to any of you, but I will give you a brief description of it, and then, perhaps, allow you to inspect it. This small instrument displays the most perfect ingenuity of construction, and the most exquisite nicety and beauty of workmanship. From its extreme delicacy, it is so liable to injury, that a sort of light curtain adorned with a beautiful fringe, is always provided, and so placed as to fall, in a mo- ment, on the approach of the slightest danger. Its external appearance is always more or less beautiful, although in this respect, there is a great variety in the different sorts. But the internal contrivance is the same in all of them, and is, in the highest degree, curious and wonderful. By a slight movement easily effected by the person to whom it belongs, you can ascertain, with great accuracy, the size, color, shape, weight, and value of any article whatever. A person, who has one of these instruments, 1 is saved the- trouble of asking a & 13 1 ©* 1 = _-_ 146 m c guffey's third reader thousand questions, and of making troublesome experiments, and, at the same time, by its use, he obtains much more accurate and extensive information, than he could in any other way. Edward. If they are such very useful thing's, I wonder that every body that can afford it, does not have one.' Father. They are not so uncommon as you may suppose. I know several individuals who possess one or two of them. Henry. How large is it, father ? Could I hold it in my hand ? Father. You might: but I should be very sorry to trust mine with you. Edward. You will be obliged to take very great care of it, then. Father. Indeed I must. I intend every night to inclose it in the small screen of which I told you, and it must, besides, occasionally be washed in a certain colorless fluid, kept for this purpose. But notwithstanding the tenderness of this in- strument, it may be darted to a great distance, without the least injury or any danger of losing it. Henry. How high can you dart it, father ? Father. I am almost afraid to tell you, lest you should think I am jesting. Edward. Higher than this house, I suppose ! Father. Much higher. Henry. Then how do you get it again ? Father. It is easily cast down by a gende movement, that does it no injury. Edward. But who can do this ? Father. The person whose business it is to take care of it. Henry. "Well, I can not understand you at all ; but do tell us, father, what it is chiefly used for. Father. Its uses are so various, that I know not which to mention. It is of great service in deciphering old manuscripts, and, indeed, has its use in modern prints. It will assist us greatly in acquiring all kinds of knowledge, and without it, some of the most sublime parts of creation would be matter of mere conjecture. Edward. Well, tell us something more about it. Father. It is of a very penetrating quality, and can often -« o- OF THE ECLECTIC SEEJES. H? discover secrets which could be detected by.no other means. It must be confessed, however, that it is equally liable to reveal them. Henry. What ! can it speak, then ? Father. It is sometimes said to do so, especially when it meets with one of its own species. Edward. Of what color is it ? Father. They vary considerably in this respect. Edward. Of what color is yours 1 Father. I believe it is of a darkish color, but, to confess the truth, I never saw it in my life. Both. Never saiu it in your life ? Father. No, nor do I wish to see it ; but I have seen a representation of it, which is so exact that my curiosity is per- fectly satisfied. Edward. But why don't you look at the thing itself? Father. I should be in danger of losing it, if I did. Henry. Then you could buy another. Father. Nay, I believe that I could not prevail on any body to part with such a thing. Edward. Then how did you get this one ? Father. I am so fortunate as to have more than one : but how I got them I really can not recollect. Edward. Not recollect? why, you said you brought them from the city to-night. Father. So I did ; I should be sorry if I had left them behind me. Henry. Tell, father, do tell us the name of this wonder- ful INSTRUMENT. Father. It is called — an EYE. Jane Taylor. Questions. — What is the most wonderful instrument ever made? Who is the maker of this instrument ? What do we call the curtain ■which falls before it ? What do we call the fringe ? What is meant by darting the eye to a distance ? What is meant by casting it down? How is it that a person can not see his own eye ? In what way does he see its representation ? What does this wonderful instrument prove with regard to its Maker. ~0 ®- 148 ~® M C GUFFEY S THIRD READER ARTICULATION, Fs, fst. Snuffs, snuffst : whiffs, whiffst. Ft, fts, ftst. Drift, 2 drifts, driftst : 2 sifts t. Fl, flz, fist. Trill, trill's, trifl'st : muffl'st. Fid, fldst. TrifTd, trifi'dst: 2 muffl'd, 2 muffl'dst LESSON XLVI. 1. Right'-eous-ness, purity of heart and life. Up'-right-ness, honesty. 3. Dis-ceru', to see the difference, to distinguish. 10. Stat'-ues, written laws. Ex-cel'-led, went beyond. Com-mu'-ned, converse* Ap-par'-el, clothing. How-be'-it, yet, nevertheless. SOLOMON'S WISE CHOICE. Remark. — "When a sentence is quoted in the Bible, it is distin- guished by being begun with a capital letter, and not by the usual quotation marks ; as, in the first paragraph below — God said, Ask what I shall give thee. Thee and thou, are used for you; art for are; dost for do, and several other words, different from those used in the common style of writing. This manner of writing is called the solemn style, and is used in prayer, and in some other cases. Sound each letter distinctly and correctly. — Sol-o-mon, not Sol-mon: 2 ac-cord-ing, not ac-cord'n: midst, not midse: stat-utes, not sta-choots: Je-ru-sa-lem, not J'ru-sHem: cam-els, not cam-ils, nor cam'ls: stones, not stuns: min-is-ters, not min-istuz: ap-par-el, not ap-par-ul. 1. In Gibeon, the Lord appeared unto Solomon in a dream by night, and God said, Ask what I shall give thee. And Solomon said, Thou hast showed unto thy servant David, my father, great mercy, according as he walked before thee in truth, and in righteousness, and in uprightness of heart with thee ; and thou hast kept for him this great kindness, -o OF THE ECLECTIC SERIES. 149 that thou hast given him a son to sit on his throne, as it is this day. 2. And now, Lord, my God, thou hast made thy servant king, instead of David my father ; and I am but a little child. I know not how to go out or to come in. And thy servant is in the midst of thy people, which thou hast chosen, a great people, that can not be numbered or counted for multitude. 3. Give, therefore, thy servant, an understanding heart to judge thy people, that I may discern between good and bad, for who is able to judge this thy so great a people ? And the speech pleased the Lord, that Solomon had asked this thing. 4. And God said unto him, Because thou hast asked this thing, and hast not asked for thyself long life ; neither hast thou asked riches for thyself, nor hast asked the life of thine enemies ; but hast asked for thyself understanding to discern judgment; behold, I have done according to thy words : lo, I have given thee a wise and an understanding heart, so that there was none like thee before thee, neither after thee shall any arise like unto thee. 5. And I have also given thee that which thou hast not asked, both riches and honor ; so that there shall not be any among the kings like unto thee all thy days. And if thou wilt walk in my ways, to keep my statutes and my com- mandments, as thy father David did walk, then I will lengthen thy days. And Solomon awoke, and, behold, it was a dream. 6. And God gave Solomon wisdom and understanding, exceeding much, and largeness of heart, even as the sand that is on the sea-shore. And Solomon's wisdom excelled the wisdom of all the children of the east country, and all the wisdom of Egypt. For he was wiser than all men. 7. And when the Queen of Sheba heard of the fame of Solomon concerning the name of the Lord, she came to prove him with hard questions. 8. And she came to Jerusalem with a very great train, with camels that bare spices, and very much gold, and precious stones ; and when she was come to Solomon, she communed with him of all that was in her heart. And Solomon told her all her questions : there was not any thing hid from the king which he told her not. 9. And when the Queen of Sheba had seen all Solomon's wisdom, and the house that he had built, and the meat of his •6 $ — . 150 mcguffey's third reader table, and the sitting of his servants, and the attendance of his ministers, and their apparel, and his cup-bearers, and his ascent by which he went up into the house of the Lord, there was no more spirit in her. 10. And she said to the king, It was a true report that I heard in mine own land, of thy acts, and of thy wisdom. Howbeit, I believed not the words, until I came, and mine eyes had seen it ; and behold, the half was not told me ; thy wisdom and prosperity exceedeth the fame which I heard. 11. Happy are thy men, happy are these thy servants, which stand continually before thee, and that hear thy wisdom. Bible. Questions. — What one thing did Solomon ask of God ? "What three things did God give him ? Upon what condition did God prom- ise to lengthen his days ? Who heard of his fame, and came to visit him ? In what way did he show to her his wisdom ? Having seen all, what did she say ? Who is wiser than Solomon ? In the last sentence, what does the adjective happy qualify 1 "What does the adverb continually qualify ? What is the difference between an adjective and an adverb ? See Pinneo's Primary Grammar. What is the affix in each of the words righteousness, uprightness, kindness, and largeness? (page 107.) What meaning does the affix give in these words? (page 107.) What is the affix and what is the prefix to the word understanding? (pages 118, 101.) What is the affix to the words pleased, asked, and excelled? (page 102.) When is the last e silent in such words? (page 102.) Why is the last letter doubled in adding ed to excel, and not in adding the same syllable to please and ask ? (pages 102, 144.) See McGuffey's Eclectic Spelling-book, at the pages above referred to. LESSON XLVII. 1. Re-venge', return for injury. Sup'-ple, flexible. 3. Ac'-ci-dent, any thing which happens without being fore- seen. 7. Con-tempt', scorn, disdain. In-flict', to lay on, to apply. 8. Hov'-er-ing, hanging over or about. 9. Ex-cess', what is above measure. 10. A-bil'-i-ty, power. 12. Un-mer'-it-ed, not deserved. Venge'-ance, return for an injury. Im-pos'-si-ble, that can not be. &- LESSON L. 2. Prec'-i-pi-ees, very stesp places. Gla'-cicrs, immense bodies of ice. Ra-vines', (pro. rao-eens') deep hol- lows through the mountains. Con-cus'-sion, the act of shaking. Cham'-ois, (pro. sham' -my) a kind of mountain goat. 3. Con'-sul, a chief magistrate. 4. Pe-des'-tri-an, one who travels on foot. C. Knap'-sack, a kind of bag car- ried by the soldier on his back. 7. En-cum'-brance, a load, any thing that hinders. 8. Re-laps'-ed, returned, went back. 9. Cor-res-pond'-ing, agreeing with. Per'-emp-to-ri-ly, positively. 10. Van'-guard, the front line of troops. BONAPARTE CROSSING THE ALPS. Pronounce correctly. — En-gin-eer, not in-gi-neer: pe-des-tri-an, not pe-des-trun: reg-i-ments, not reg-i-munts: cal-cu-la-ted, not cal-ky- la-ted: con-sid-er-a-ble, not con-sid-rer-ble: trav-el'd, not irav-il'd: si-lence, not si-lunce. 1. "Is the route practicable?" said Bonaparte. "It is barely possible to pass," replied the engineer. " Let us set forward, then," said Napoleon, and the extraordinary march was commenced. 2. Bonaparte himself, on the 15th of May, at the head of the main body of his army, consisting of thirty thousand men and upward, marched from Lausanne to the little village called St. Pierre, at which point there ended every thing resembling a practicable road. An immense and apparently inaccessible mountain, reared its head among general desolation and eter- nal frost ; while precipices, glaciers, ravines, and a boundless extent of faithless snows, which the slightest concussion of the air converts into avalanches capable of burying armies in their descent, appeared to forbid access to all living things but the chamois, and his scarce less wild pursuer. 3. Yet, foot by foot, and man by man, did the French soldiers proceed to ascend this formidable barrier, which Nature had erected in vain to limit human ambition. The view of the valley, emphatically called " Desolation," where -$ 160 McGUFFEY S THIRD READER nothing is to be seen but snow and sky, had no terrors for the First Consul and his army. 4. They advanced by paths hitherto pursued only by hunters, or here and there a hardy pedestrian, the infantry loaded with arms, and in full military equipment ; the cavalry leading their horses, the musical bands playing, from time to time, at the head of the regiments, and, in places of unusual difficulty, the drums beat a charge, as if to encourage the soldiers to encounter the opposition of Nature itself. 5. The pieces of artillery, without which they could not have done service, were deposited in trunks of trees hollowed out for the purpose. Each was dragged by a hundred men ; and the troops, making it a point of honor to bring forward their guns, accomplished this severe duty, not with cheerful- ness only, but with enthusiasm. 6. The carriages were taken to pieces, and harnessed on the backs of mules, or committed to the soldiers, who relieved each other in the task of bearing them with levers ; and the ammunition was transported in the same manner. While one half of the soldiers were thus engaged, the others were obliged & . @ -® OF THE ECLECTIC SERIES. 1^1 to carry the muskets, cartridge-boxes, knapsacks, and pro- visions of their comrades as well as their own. 7. Each man, so loaded, was calculated to carry from sixty •to seventy pounds weight, up icy precipices, where a man, totally without encumbrance, could ascend but slowly. Prob- ably no troops, save the French, could have endured the fatigue of such a march, and no other general than Bonaparte would have ventured to require it at their hands. 8. He set out a considerable time after the march had begun, alone, excepting his guide. He is described by the Swiss peasant who attended him in that capacity, as wearing his usual simple dress, a gray surlout, and a three-cornered hat. He traveled in silence, save a few short and hasty ques- tions about the country, addressed to his guide from time to lime. When these were answered, he relapsed into silence. 9. There was a gloom on his brow, corresponding with the weather, which was wet and dismal. His countenance had acquired, during his Eastern campaigns, a swarthy complexion, which, added to his natural severe gravity, inspired his Swiss guide with fear, as he looked upon him. Occasionally, his route was stopped by some temporary obstacle, caused by a halt in the artillery or baggage ; his commands on such occa- sions were peremptorily given, and instantly obeyed, his very look seeming enough to silence all objection, and remove every difficulty. Above them they beheld everlasting snow ; below them were the clouds. 10. The descent on the other side of Mont St. Bernard w r as as difficult to the infantry as the ascent had been, and still more so to the cavalry. It was, however, accomplished with- out material loss, and the army took up their quarters for the night, after having marched fourteen French leagues. The next morning, 16th of May, the vanguard took possession o/ Aosta, a village of Piedmont, from which extends the valley of the same name, watered by the river Dorea, a country pleasant in itself, but rendered delightful by its contrast with the horrors which had been left behind. Scott. Questions. — "Where are the Alps ? Who was Bonaparte ? For what was he distinguished ? What were the difficulties in passing over the Alps ? What traits of character did Bonaparte exhibit in attempting and carrying through this difficult enterprise ? -14 162 — a McGUFFEY S THIRD READER LESSON LI 1. Cir-cum'-fer-enco, tho measure round a circular body. 2. Col'-umn, a long, round body of wood or stone. [the column. Cap'-i-tal, the uppermost part of Shaft, the body of the column. Ped'-es-tal, tho lowest part of a column. 3. Rel'-ic, that which is left after the decay of the rest. Vo-lute', a kind of roll attached to the capital as an ornament. 4. Ec-cen-tric'-i-ty, oddity. 5. Ge'-nius, a man of superior mind. 7. Pat'-ri-ot, one who loves his country. De-ter'-red, discouraged from going on. 10. El'-e-va-ted, high. Det'-ri-ment, damage. 12. Fic'-tion, an invented story. Au-then'-ti-ca-ted, proved true. In-i'-tial, the first letter of a name. DESCRIPTION OF POMPEY'S PILLAR. R em ark. —r- Many words in this lesson will oblige the pupil to use his dictionary. Let no word be passed over, which is not understood. The dictionary must be used for the pronunciation, rather than the meaning. The meaning must be gathered chiefly from the connection. A E tic u late distinctly, and pronounce correctly. — Al-ex-an-dri-a, not Al-ex-an-dry: cir-cum-fer-ence, not s'cum-f'runce: sev-er-al, not sev-ral: cap-i-tal, not cap't'l: cap-tains, (pro. cap-tins) not cap-tanes: dis-cov-er-y, not dis-cov'ry: re-spect, not re-spec: di-rect-ly, not di-rec- ly: un-der-ta-king, not un-der-ta-k'n: ac-ci-dent, not ax-dunt. 1. In visiting Alexandria, what most engages the attention of travelers, is the pillar of Pompey, as it is commonly called, situated a quarter of a league from the southern gate. It is composed of red granite. This block of marble, 60 feet in circumference, rests on two layers of stone, bound together with lead ; which, however, has not prevented the Arabs from forcing out several of them, to search for an imaginary treasure. 2. The whole column is 114 feet high. It is perfectly well polished, and only a little shivered on the eastern side. No- thing can equal the majesty of this monument; seen from a distance, it overtops the town, and serves as a signal for vessels. Approaching it nearer, it produces an astonishment mixed with awe. One can never be tired with admiring the beauty of the &- OF THE ECLECTIC SERIES. 163 capital, the length of the shaft, or the extraordinary simplicity of the pedestal. 3. This last has been somewhat damaged by the instruments of travelers, who are curious to possess a relic of this antiquity ; and one of the volutes of the column was immaturely brought down about twelve years ago, by a prank of some English captains, which is thus related by Mr. Irving. 4. " These jolly sons of Neptune had been pushing about the can, on board of one of the ships in the harbor, until a strange freak entered into one of their brains. The eccen- tricity of the thought occasioned it immediately to be adopted ; and its apparent impossibility was but a spur for putting it into execution. 5. " The boat was ordered ; and with proper implements for the attempt, these enterprising heroes pushed ashore to drink a bowl of punch on the top of Pompey's Pillar. At the spot they arrived ; and many contrivances were proposed to accom- plish the desired point. But their labor was vain ; and they began to despair of success, when the genius who struck out the frolic, happily suggested the means of performing it. 6. "A man was dispatched to the city for a paper kite. The inhabitants were by this time apprised of what was going forward, and flocked in crowds to be witnesses of the address and boldness of the English. The governor of Alexandria was told, that those seamen were about to pull down Pom- pey's Pillar. 7. " But whether he gave them credit for their respect to the Roman warrior, or to the Turkish government, he left them to themselves, and politely answered, that the English were too great patriots to injure the remains of Pompey. He knew little, however, of the disposition of the people who were engaged in this undertaking. Had the Turkish empire risen in opposition, it would not at that moment have deterred them. 8. " The kite was brought, and flown so directly over the pillar, that when it fell on the other side, the string lodged upon the capital. The chief obstacle was now overcome. A two-inch rope was tied to one end of the string, and drawn over the pillar by the end. to which the kite was affixed. 9. " By this rope one of the seamen ascended to the top ; and in less than an hour a kind of shroud was constructed, by which the whole company went up, and drank their punch, ©— — ® 164 m c guffey's third reader amid the shouts of the astonished multitude. To the eye below, the capital of the pillar does not appear capable of hold- ing more than one man upon it ; but our seamen found thai it could contain no less than eight persons very conveniently. 10. "It is astonishing that no accident befell these madcaps, in a situation so elevated, that it would have turned a lands- man giddy, in his sober senses. The only detriment which the pillar received, was the loss of the volute before men- tioned, which came down with a thundering sound, and was carried to England by one of the captains, as a present to a lady who had commissioned him for a piece of the pillar. 11. "The discovery which they made, amply compensated for this mischief; as, without their evidence, the world would not have known, at this hour, that there was originally a statue on this pillar, one foot and ancle of which are still remaining. The statue must have been of a gigantic size, to have appeared of a man's proportions at so great a hight. 12. "There are circumstances in this story, which might give it an air of fiction, were it not authenticated beyond all doubt. Besides the testimony of many eye-witnesses, the adventurers themselves have left us a token of the fact, by the initials of their names, which are very legible in black paint just below the capital." Irving. Questions. — Where is Pompey's Pillar ? How high is it ? How did the sailors contrive to reach its top ? What did they do there ? What did they find there? What evidences are there that this remark- able feat was ever performed ? In the first sentence, which are the verbs? In what mode and tense is engages ? What is its form in the infinitive mode ? How many modes have verbs ? See Pinneo's Primary Grammar, Mode. ARTICULATION. i i i Ld, ldz, ldst. Scold, scolds, scoldst. Lz, 1st, It, Its. Stills, still'st: hilt, hilts. ii ii Mz, mst, md, mdst. Chimes, chim'st, chim'd, chim'dst. OF THE ECLECTIC SERIES. 165 { LESSON III. 2. Cow f -er-ing, stooping or bending down. Copse, (pro. cops), a grove of small trees or bushes. 3. Sa-ga'-cious, quick in discernment. 4. Im-per'-ti-nent, rude, intrusive. 6. Ken'-nel, a house or place for dogs. 9. Mi-gra'-tion, change of place, re- moval, [of any one. 10. Doui'-i-cil, the home or residence 11. Dis-con-cert'-ed,interrunted, con- fused. Rec-og-ni'-tion, recollection of a former acquaintance. ANECDOTES OP BIRDS. Remark. — Your improvement in reading will not depend so much upon the quantity you read, as upon the care and attention which you bestow upon individual words and sentences. Pronounce correctly. — Tre-men-dous, not tre-men-jus, nor tre- men-di-ous, nor tre-mea-du ous- im pu-dent, not im-py-dent: in'-ter-est- ing, not in-ter-est'-ing- ae-cu-rate-ly, not ac-ker-it-ly : ed-u-ca-ted, not ed-dy-ca-ted: con-sid-er'd, not con-sid-ud: par-ent, not par-unt: dis-con- cert-ed, not dis-con-sut-ed. 1. I had once a favorite black hen, "a great beauty," she was called by every one, and so I thought her ; her feathers were so jetty, and her topping so white and full! She knew my voice as well as any dog, and used to run cackling and hustling to my hand to receive the crums that I never failed to collect from the breakfast table for " Yarico," as she was called. I 2. Yarico, by the time she was a year old, had hatched a respectable family of chickens, little, cowering, timid things at first, but, in due time, they became fine chubby ones ; and old Nora, the hen-wife, said, " If I could only keep Yarico out of the copse, it would do ; but the copse is full of weasels, and, I am sure, of foxes also. I have driven her back twenty times ; but she watches till some one goes out of the gate, and then she 's off again ; 'tis always the case with young hens, Miss ; they think they know better than their keepers ; and nothing cures them but losing a brood or two of chickens." I have often thought since, that young people as well as young hens, buy their experience equally dear. > ■ «*# 166 m c guffey's third reader 3. One morning I went with my crums to seek out my favorite in the poultry yard ; plenty of hsns were there, but no Yarico. The gate was open, and, as I concluded she had sought the forbidden copse, I proceeded there, accompanied ,, by the yard-mastiff, a noble fellow, steady and sagacious as a judge. At the end of a ragged lane, flanked on one side by a quick-set hedge, on the other by a wild common, what was called the copse commenced ; but before I arrived near the spot, I heard a loud and tremendous cackling, and met two, young, long-legged pullets, running with both wings and feet toward home. Jock pricked up his sharp ears, and would have set off at full gallop to the copse, but I restrained him, hastening onward, however, at the top of my speed, thinking I had as good a right to see what was the matter as Jock. 4. Poor Yarico 1 An impertinent fox-cub had attempted to carry off one of her children ; but she had managed to get them behind her in the hedge, and venturing boldly forth, had placed herself in front, and positively kept the impudent ani- mal at bay ; his desire for plunder had prevented his noticing our approach, and Jock soon made him feel the superiority of an English mastiff over a cub-fox. 5. The most interesting portion of my tale is to come. Yarico not only never afterward ventured to the copse, but formed a strong friendship for the dog, who had preserved her family. Whenever he appeared in the yard, she would run to meet him, prating and clucking all the time, and impeding his progress by walking between his legs, to his no small annoyance. If any other dog entered the yard, she would fly at him most furiously, thinking, perhaps, that he would injure her chickens; but she evidently considered Jock her especial protector, and treated him accordingly. 6. It was very droll to see the peculiar look with which he regarded his feathered friend ; not knowing exactly what to make of her civilities, and doubting how they should be received. When her family were educated, and able to do without her care, she was a frequent visitor at Jock's kennel, and would, if permitted, roost there at night, instead of return- ing with the rest of the poultry to the hen-house. Yarico certainly was a most grateful and interesting bird. 7. One could almost believe the parrot had intellect, when he keeps up a conversation so spiritedly ; and it certainly is singular to observe how accurately a well-trained bird will apply his knowledge. A friend of mine knew one that had @ _ — sc® OF THE ECLECTIC SERIES. 167 been taught many sentences ; thus : " Sally, Poll wants her breakfast ! " " Sally, Poll wants her tea ! " but she never mistook the one for the other ; breakfast was invariably de- manded in the morning, and tea in the afternoon ; and she always hailed her master, but no one else, by "How do you do, Mr. A ?" 8. She was a most amusing bird, and could whistle dogs, which she had great pleasure in doing. She would drop bread out of her cage as she hung at the street door, and whistle a number about her, and then just as they were going to possess themselves of her bounty, utter a shrill scream of " Get out, dogs ! " with such vehemence and authority, as dispersed the assembled company without a morsel, to her infinite delight. 9. How wonderful is that instinct, by which the bird of passage performs its annual migration ! But how still more wonderful is it, when the bird, after its voyage of thousands of miles has been performed, and new lands visited, returns to the precise window or eaves where, the summer before, it first enjoyed existence ! And yet such is unquestionably the fact. 10. Four brothers had watched with indignation the feloni- ous attempts of a sparrow to possess himself of the nest of a house-martin, in which lay its young brood of four unfledged birds. 11. The little fellows considered themselves as champions for the bird who had come over land and sea, and chosen its shelter under their mother's roof. They therefore marshaled themselves with blow-guns, to execute summary vengeance ; but their well-meant endeavors brought destruction upon the mud-built domicil they wished to defend. Their artillery loosened the foundations, and down it came, precipitating its four litde inmates to the ground. The mother of the children, good Samaritan-like, replaced the little outcasts in their nest, and set it in the open window of an unoccupied chamber. 12. The parent-birds, after the first terror was over, did not appear disconcerted by the change of situation, but hourly fed their young as usual, and testified, by their unwearied twitter of pleasure, the satisfaction and confidence they felt. There the young birds were duly fledged, and from that window they began their flight, and entered upon life for themselves. The next spring, with the reappearance of the martins, came & -0 168 McGUFFEY S THIRD READER four, which familiarly flew into the chamber, visited all the walls, and expressed their recognition by the most clamorous twitterings of joy. They were, without question, the very birds that had been bred there the preceding year. Halt,. Questions. — What birds are mentioned in this story? How did the hen show her courage ? What feelings did she afterward cherish ..ovvard the dog? How did the parrot show her sagacity? What is said of martins ? LESSON LIII. 1. Tru'-ant, idle, loitering. 2. Shel'-ter-ed, protected from injury. 3. Glit'-ter-ing, shining, brilliant. 4. Pur-sue', to follow after, to chase. 5. De-scry,' to discover, to find out. View'-less, that can not be seen. THE BOY AND BUTTERFLY. Pronounce correctly. — Tru-ant, not tru-unt: moist-ure, not moist- er, nor mois-tshure: oc-cu-py, not oc-ky-py. 1. Truant boy ! with laughing eye Chasing the winged butterfly, In her flight from bud to flower, Wasting many a precious hour ; Thine 's a chase of idle joy, Happy, thoughtless, truant boy ! 2. Thou hast left thy playmates, laid 'Neath the beech tree's leafy shade, Sheltered from the hour of noon, And the burning skies of June ; What are hours or skies to thee, Joyous type of liberty ? 3. Pause ! Thy foot hath touch 'd the brink, Where the water-lilies drink ®- -d ©- OF THE ECLECTIC SERIES. 169 Moisture from the silent stream, Glittering in the sunny beam ; Truant, pause ! or else the wave May thy future idling save ! 4. Now ! pursue the painted thing ! See ! she drops her velvet wing ! Tired, she rests on yonder rose, Soon thy eager chase will close ! Stretch thine hand ! she is thine own ! Ah ! she flies ; thy treasure's gone ! 5. Boy ! in thee the Poet's eye Man's true emblem may descry, Like thee, through the viewless air He doth follow visions fair ! Hopes as vain, pursuits as wild, Occupy the full-grown child ! Mes. Wilson. Questions. — What is the subject of this piece? To what is ambition compared ? What moral instruction may we gather from this lesson ? What is enjoined upon youth ? Spell and Define. — 1. Wasting, precious, chase : 2. liberty : 3. moisture, idling: 5. emblem, visions, pursuits. ARTICULATION". Nd, ndz, ndst. Ndl, ndlz, ndlst. Ndld, ndldst. Nks, jikst. Nkd, nkdst. Strand, strands, strandst. 2 2 2 Dwindl', dwindl's, dwindl'st. Fondl', fondl's, fondl'st. Dwindl'd, dwindl'dst: fondl' dst. 2 2 2 Thanks, thankst : plankst. Thank'd, thank' dst : plaWdst. ■15- -@ 170 McGUFFEYS THIRD READER LESSON LIT. 2. Found'-ed, built, established. 3. Hab-it-a'-tion, place of abode. 5. Ref'-uge, shelter, protection. Co'-nies, a kind of rabbit. 0. Ap-point'-ed, ordained, ordered. 7, Man'-i-fold, numerous, various. In-nu'-mer-a-ble, nottobe counted. Le-vi'-a-than, a largo animal liv- ing in the water. 8. Re-new'-est, makest new. THE GOODNESS OP GOD. Remark. — Such lessons as the following, should be read slowly, and with great deliberation and seriousness. When sentences are short, and yet contain a great deal of meaning, you must allow the hearer a little time to gather the sense and to dwell upon it. Pronounce correctly. — Lord, not Laiod: God, not Gawd: cov-er- i est, not cov-erst: cur-tain, (pro. cur-tin), not cur-tane: cham-bers, not cham-bers. 1. Bless the Lord, O my soul! O Lord my God! thou art very great; thou art clothed with honor and majesty : who coverest thyself with light as with a garment ; who stretchest out the heavens like a curtain ; who layeth the beams of his chambers in the waters ; who maketh the clouds his chariot ; who walketh upon the wings of the wind ; who maketh his angels spirits ; his ministers a flaming fire ; who laid the foundations of the earth, that it should not be removed for- ever. 2. Thou coveredst it with the deep as with a garment : the waters stood above the mountains. At thy rebuke they fled ; at the voice of thy thunder they hasted away. They go up by the mountains ; they go down by the valleys, unto the place which thou hast founded for them. Thou hast set a bound that they may not pass over ; that they turn not again to cover the earth. 3. He sendeth the springs into the valleys, which run among the hills. They give drink to every beast of the field ; the wild asses quench their thirst. By them shall the fowls of the heaven have their habitation, which sing among the branches. He watereth the hills from his chambers ; the earth is satisfied with the fruit of thy works. a- © — © OF THE ECLECTIC SERIES. 171 4. He causeth the grass to grow for the cattle, and herb for the service of men, that he may bring forth fruit out of the earth ; and wine that maketh glad the heart of man, and oil to make his face to shine, and bread which strengthened! man's heart. 5. The trees of the Lord are full of sap ; the cedars of Lebanon, which he hath planted, where the birds make their nests : as for the stork, the fir-trees . are her house. The high hills are a refuge for the wild goats, and the rocks for the conies. 6. He appointeth the moon for seasons ; the sun knoweth his going down. Thou makest darkness, and it is night, wherein all the beasts of the forest do creep forth. The young lions roar after their prey, and seek their meat from God. The sun ariseth, they gather themselves together, and lay them down in their dens. Man goeth forth unto his work and to his labor until the evening. 7. O Lord, how manifold are thy works ! in wisdom hast thou made them all : the earth is full of thy riches. So is this great and wide sea, wherein are things creeping innumerable, both small and great beasts. There go the ships : there is that leviathan, whom thou hast made to play therein. These wait all upon thee, that thou mayest give them their meat in due season. 8. That thou givest them they gather : thou openest thine hand, they are filled with good. Thou hidest thy face, they are troubled : thou takest away their breath, they die, and return to their dust. Thou sendest forth thy spirit, they are created : and thou renewest the face of the earth. 9. The glory of the Lord shall endure forever : the Lord shall rejoice in his works. He looketh on the earth, and it trembleth : he toucheth the hills, and they smoke. 10. Oh that men would praise the Lord for his goodness, and for his wonderful works to the children of men ! • And let them sacrifice the sacrifices of thanksgiving, and declare his works with rejoicing. 11. O give thanks unto the Lord; call upon his name; make known his deeds among the people. Sing unto him, sing psalms unto him : talk ye of all his wondrous works. Glory ye in his holy name : let the heart of them rejoice that seek the Lord. Seek the Lord, and his strength ; seek his face evermore. :■?- 172 -® McGUFFEY S THIRD READER 12. Remember his marvelous works that he hath done ; his wonders, and the judgment of his mouth. He is the Lord our God ; his judgments are in all the earth. I will sing unto the Lord as long as I live : I will sing praise to my God while I ■have my being. Bible. Questions. — In reading the Sacred Scriptures, "what should we be careful to avoid? This portion of the Sacred Scriptures was written by David ; can you tell me any thing about him ? Over what people did he rule ? For what was he celebrated ? LESSON IT. 1. In-sig-nif-i-cant, trifling, con- temptible. E-nor'-mous, very large. 2. Al'-ti-tude, hight. Fath'-om-ed, reached, measured. 3. Arch'-i-tect-ure, frame or struct- ure. Vo-li'-tion, the power of willing. Con'-ti-nent, a great extent of land. 5. Nav'-i-ga-tors, seamen. Sub-ma-rine', being under water in the sea. O-ver-top'-ping, rising above the 6. Ul'-ti-mate-ly, at last. [top. Ac-cel'-er-a-ting, increasing. Arch-i-pel'-a-go, a sea full of islands. 9. Hy-drau'-lic, relating to water in motion. 11. Chem'-is-try, a science which discovers the nature of bodies. Cal-ca'-re-ous, having the quali- ties of lime. Se-cre'-tion, matter separated or produced from the blood. 12. Ac-cu-mu-la'-tion, matter heaped together. Ap'-en-nines, mountains in Italy. 13. Pol'-yp, a water insect . WORKS OF THE CORAL INSECTS. Articulate the h distinctly in the following words: somewhat, ivhile, habitations, hand, has, hold, when, here, hydraulic, whence, how. See Exercise on H, page 18. Be careful to sound the u properly in creatures, structures, altitude, architecture, &c. See Exercise IV., page 17. 1. The Coral varies from the size of a pin's head, or even less, to somewhat more than the bulk of a pea ; and it is by 9 . OF THE ECLECTIC SERIES. 173 the persevering efforts of creatures so insignificant, working in myriads, and working through ages, that the enormous struc- tures in question are erected. 2. Enormous we may call them, when the great Coral Reef of New Holland alone is a thousand miles in length, and when its altitude, though yet scarcely fathomed in twenty places, can not range to less than between one and two thou- sand feet. It is a mountain ridge, that would reach almost three times from one extreme of England to the other, with the bight of Ingleborough, or that of the ordinary and prevail- ing class of the Scottish mountains. And this is the work of insects, whose dimensions are less than those of a house-fly. It is perfectly overwhelming ! 3. But what is even this ? The whole of the Pacific Ocean is crowded with islands of the same architecture, the produc- tion of the same insignificant architects. An animal, barely possessing life, scarcely appearing to possess volition, tied down to its narrow cell, ephemeral in existence, is daily, hourly, creating the habitations of men, of animals, and of plants. It is founding a new continent ; it is constructing a new world. 4. These are among the wonders of God's mighty hand ; such are among the means which He uses to forward His ends of benevolence. Yet man, vain man, pretends to look down on the myriads of beings equally insignificant in appear- ance, because he has not yet discovered the great offices which they hold, the duties which they fulfill, in the great order of nature. 5. If we have said the Coral insect is creating a new con- tinent, we have not said more than the truth. Navigators now know that the great Southern Ocean is not only crowded with those islands, but that it is crowded with submarine rocks of the same nature, rapidly growing up to the surface, where at length overtopping the ocean, they are destined to form new habitations for man to extend his dominion. 6. They grow and unite into circles and ridges, and ulti- mately, they become extensive tracts. This process can not cease while those animals exist and propagate. It must in- crease in an accelerating ratio ; and the result will be, that, by the wider union of such islands, an extensive archipelago, and at length a continent must be formed. 7. This process is equally visible in the Red Sea. It is daily becoming less and less navigable, in consequence of the -© _ — _ — 184 M C GUFFEY'S THIRD READER members of a free and intelligent community, demand of you a careful improvement of the means of knowledge you enjoy. You live in an age of great mental excitement. The public mind is awake, and society in general is fast rising in the scale of improvement. At the same time, the means of knowl- edge are most abundant. 1 1 . The road to wealth, to honor, to usefulness, and happi- ness, is open to all, and all who will, may enter upon it with the almost certain prospect of success. In this free commu- nity, there are no privileged orders. Every man finds his level. If he has talents, he will be known and estimated, and rise in the respect and confidence of society. 12. Added to this, every man is here a freeman. He has a voice in the election of rulers, in making and executing the laws, and may be called to fill important places of honor and trust, in the community of which he is a member. What then is the duty of persons in these circumstances ? Are they not called to cultivate their minds, to improve their talents, and to acquire the knowledge which is necessary to enable them to act, with honor and usefulness, the part assigned them on the stage of life ? 13. A diligent use of the means of knowledge, accords well with your nature as rational and immortal beings. C4od has given you minds which are capable of indefinite improvement ; he has placed you in circumstances peculiarly favorable for making such improvement ; and, to inspire you with diligence in mounting up the shining course before you, he points you to the prospect of an endless existence beyond the grave. 14. If you, who possess these powers, were destined, after spending a few days on earth, to fall into non-existence ; if there were nothing in you which death can not destroy, nor the grave cover, there would indeed be but little inducement to cultivate your minds. " For who would take pains to trim a taper, which shines but for a moment, and can never be lighted again? " 15. But if you have minds which are capable of endless progression in knowledge, of endless approximation to the supreme intelligence ; if, in the midst of unremitting success, objects of new interest will be forever opening before you ; O what prospects are presented to the view of man ! what -© er -© OF THE ECLECTIC SERIES. 185 strong inducements to cultivate his mind and heart, and to enter upon that course of improvement here, which is to run on, brightening in glory and in bliss, ages without end ! II a w e s . Questions. — What is the subject of this lesson? What is a pleasant method of occupying our leisure hours ? For "what does reading furnish materials ? From what does it preserve us ? If a man has knowledge, what may he hope for ? What peculiar reasons are there why American children should cultivate their minds ? In the last sentence, what iuterjection is there ? What is an inter- jection ? What does the word mean ? Will you name four interjec- tions ? Why are they so called ? See Pinneo's Primaiy Grammar. PI, plz, pld. Ps, pst. Pt, pts. ARTICULATION. 2 2 2 2 Crippl', crippl's, crippl'd: tippl', &c. 2 2 1 1 Sips, sipst: steeps, steepst. 2 2 2 2 Accept, accepts: precept, precepts. LESSON LX. Knell, the sound of a bell rung at a funeral. Sculpt'-ur-ed, carved, engraved. Mon'-u-ment, something which preserves the memory of a per- son. Pomp'-ous, splendid. 10. Grap'-ple, to grasp, to lay hold on. 13. Ad'-a-mant, a very hard stone. 18. Ech'-o, sound returned. 27. Con'-verse, conversation. 28. Un-fet'- ter-ed, not bound. 32. Lin'-ger-ing, delaying. THE KNELL OF TIME. Remark. — This lesson is blank verse, which is the most difficult of all kinds of composition to read well. It must not be read as if it -16 . 186 M°.GUFFEY's THIRD READER were mere prose, for it has a measure ; neither must it be read as other g poetry, for its measure is not so regular and fixed. The reader, who is learning, should perhaps, at first, attempt nothing more than a simple and clear expression of the sense. Articulate distinctly. — Old, not ole: some-thing, not some-thin: crept, not crep: slum-ber-ing, not slum-b'rin: lin-ger-ing, not lin-g'rin. 1. Heard you that knell? It was the knell of Time! And is Time dead ? I thought Time never died. I knew him old, 'tis true, and full of years, And bald, except in front ; but he was strong 5. As Hercules : I saw him grasp the oak, It fell ; the tower, it crumbled ; and the stone, The sculptured monument, that marked the grave Of fallen greatness, ceased its pompous strain, As Time came by. Yes, Time was very strong, 10. And I had thought, too strong for Death to grapple with. But I remember now, his step was light ; And though he moved at rapid rate, and trod On adamant, his tread was never heard ! And there was something frightful in the thought, 15. That in the silence of the midnight hour, When all was hushed as death, and not a sound Crept o 'er my window's sill, or woke The echo slumbering there ; in such an hour He trod my chamber, and I heard him not ; 20. And I have held my breath and listened close, To catch one foot-fall as he glided by ; But not a slumbering sound awoke, or sighed, And the thought struck me then, that one, whose step Was so much like a spirit's tread, whose acts 25. Were all so noiseless, like the world unseen, Would soon be fit for other worlds than this ; Fit for high converse with immortal minds, Unfettered by the flesh, unchained to earth. Time's movements ! oh how fleet ! and yet, how still ! 30. Still, as the morning sunbeam, as it kissed The blushing flower, but shook not e'en the tears Of night, the lingering dew-drops, from its leaves, Nor woke the wild bee slumbering in its folds. Anontmo u s. Questions. — What kind of poetry is this? How must it be read ? Where should you pause ? What two notes are those in the ©- &— OF THE ECLECTIC SERIES. 187 first line ? What do you understand by the word " anonymous ? " What word can you put in the place of " grapple ? " In the last line, which are the two nouns ? Will you spell each of them in the possessive case, singular number 1 In the possessive case, plural number 1 What does the possessive case denote ? LESSON LXI. LETTER I. Op-por-tu'-ni-ty, convenient means. Fa'-vor-ite, any thing particularly loved. Cab'-i-net, a place where choice or curious things are laid up. LETTER II. 1. Con-vey'-ed, imparted, communi- cated. 3. Id'-i-ot, a natural fool. 5. De-ci'-ded, determined. Con-ge'-ni-al, adapted. CONSEQUENCES OF BAD SPELLING-. Let the pupil find the errors in this lesson. LETTER I. — Miss Emma Walford, to her Aunt. 1. My Dear Aunt: — I take the opportunity of sending 1 a letter by Mr. Green, to let you see whether I am improved in my writing, as I wrote you about this time last year ; and to tell you that I hope you will come to see us soon, as I have so many things to shew you. I have been to see a real play since I saw you ; I never laughed so much in all my life ; it was so curious to see so many people all in tears one above another ! 2. Mr. Bedford comes to see us very often ; you know what a droll man he is ; he has got a new tail ; I am sure you would laugh at it. As the weather is so fine, mamma allows me to have a great deal of thyme in my garden, which, you know, is very nice. You will be sorry to hear that the old ewe is dead, as it was a great favorite of yours ; and all our furs have been destroyed by lightning. 3. William's paths are all spoiled again ; but he has such a bad gait ; it always will be so till he can mend it. It is so long since we have seen our cousins, that we are afraid they 188 m c guffey's third reader are ill ; papa means to send George, to-morrow, to sea. It is so warm, that I am writing out of doors, close by the beach, with a large plain before me; George has just got a nice plaice, as well as myself; I am very bizzy making nets, as we are going to have a sail to-morrow ; I wish you were here. 4. It is my birth-day ; papa has brought me down a beau, he says I am now quite old enough to have a beau, as I can be trusted ; and I am to have my hair dressed to-day. I have had several presents, and one is the nicest little deer in the world ; I long to buy a fine cage for it. 5. I am very much obliged to you for the globes you were kind enough to promise me. William gave me a small pair, to-day ; he has been learning to shoot with a gun, and he was near laming himself for life, for he stuffed his toe in so tight, he could not get it out, and papa was afraid the gun would burst. George rowed over to uncle John's yesterday, and he gave him two new oars to bring home, which he gave me for a birth-day present, and I have put them into my little cedar- wood box, in my Indian cabinet. 6. I have found such a pretty vale lately, on the road be- tween this and St. Albans. I long to shew it to you ; it is exactly like a French vale. I think I have told you all the news. From your affectionate Niece, EMMA WALFORD. P. S. Mamma desires me to say, that although she has not seen my letter, she told me how to spell all the long, hard words. I must leave off; what a trouble these aunts are, I can not get rid of them. LETTER II. — Mrs. Wilson to her NrecE. 1. My Dear Niece: — Your letter surprised me exceed- ingly, as it conveyed much information for which I was not in the least prepared. Your being at the seaside, will deter me from visiting your mamma at present, as I am not able to take so long a journey; and as you are anxious to " get rid of your aunts,'''' (which I really believe you had no intention of writing down in your letter,) I will not ll trouble" you with my company ; but will visit your mamma when you are from home. £, ___ — „ ___ . — _ __™ — __. £ © — ' — - — — _=__ , — i OF THE ECLECTIC SERIES. 189 2. I do not imagine I should like your garden very much, as I think that thyme is very fit for a kitchen garden. I do not remember that I ever admired your old ewe, I used to prefer your little lambs ; and I never knew before that light- ning injured furs, I thought that moths were their only ene- mies. I can not agree with your papa, that you require a beau; surely your kind brothers, who are older than yourself, can walk out with you, and take care of you. 3. I can not guess why William should stuff his toe into the barrel of his gun, 'tis more like the act of an idiot than of a sensible boy like him ; but I am still more puzzled to know how George could row all the way to his uncle's, as there is no water within some miles of Otley Park ; nor how you can get a pair of oars into your little India cabinet. 4. I shall be glad to see the pretty valley you have dis- covered, but as you have never been in France, how do you know it is like a French vale ? If the Mr. Bedford you men- tion is my friend, I should certainly laugh at his folly in wear- ing a pig-tail, as he is only five-and-twenty years of age. 5. I am truly sorry your father has decided on sending George to sea, as his original plan, of sending him to study for the Church, seemed so congenial to his mind and character. I am surprised that your mamma should think it right to have your hair dressed, as your own natural curls are far better than curls made with hot irons. I think that the little deer that has been given you, would be much happier in your uncle's park than in a cage ; it will look like a wild beast at Exeter 'Change. 6. William must be very clumsy, to walk in such a man- ner as to destroy his own garden walks. I do not approve of visiting theaters. If the play you saw was so affecting as to excite every one to tears, you must have appeared very silly to be laughing all the time. Was not your seat on the beach very hot for want of shade ? I can not conceive how you could attempt to write a letter, and -^atch fish at the same time ! 7. I should enjoy a sail very much with you, if I were not considered troublesome. I hope the boys will catch plenty of fish in your nets. As William has given you a pair of globes, I have just sent off those I intended for you to your cousin Caroline, who, I am sure, will be very glad of them, as she has not even a small pair. 4 - , $ , — _ . — _ , ,^ I 190 M«GUEPEy's THIRD READER j 8. Give my love to your good papa and mamma, and the boys, and believe me, Your sincere friend, ELIZABETH WILSON. ARTICULATION. 3 3 3 4 4 Rd, rdz, rdst. Gird, girds, girdst : ward, wards, &c. 3 3 3 3 3 Rk, rks, rkst. Jerk, jerks, jerkst: park, parks, &e. 3 3 3 3 Rkd, rkdst. Jerk'd, jerk'dst: park'd, park'dst. LESSON LXII 1. Re-ceipt', the act of receiving. 2. Un-in-tel'-li-gi-ble, that can not be understood. Ex-cess'-ive-ly, very much. Quiz'-zed, run upon, ridiculed. 3. Am-bi'-tious, desiring distinction. 4. Dil'-i-gent, attentive, industrious. 5. Cu-ri-os'-i-ties, uncommon or re- markable articles. [ed. 8. As-ton'-ish-ed, very much surpris- BAD SPELLING. — Continued. Pronounce correctly. — Ig-no-rance, not ig-ner-unce: un-mer-ci- ful-ly, not un-mus-ci-ful-ly: nat-u-ral-ly, not nat-ter-ral-ly: un-fort-u- nate, not un-for-ter-nit. LETTER IIL — Mrs. Walford to Mrs. Wilson. The Glebe: St. Albans. 1. Emma has been in despair, my dear sister, ever since the receipt of your letter ; she begs me, as soon as possible, to clear up the mistakes which, in her extreme ignorance, she has committed. In the first place, she is very anxious that I should tell you how much she loves all her aunts, and you the most of all. 2. Had you not returned Emma's letter, your answer would have been quite unintelligible ; the boys have been excessively amused, and have, to use their own expression, "quizzed her most unmercifully ; " but, at the least hint from me, I know they will desist. &- © — - — I OF THE ECLECTIC SERIES. 191 3. Naturally ambitious, and a little vain, Emma has always considered English spelling as a disagreeable task ; there was no praise, no honor, no glory, in spelling well ; it was a matter of course, and though it was a disgrace to spell ill, it was no merit to spell well. 4. She now feels the importance of it ; and, as soon as I see that she is diligent in learning the "long, dull column of spelling," the subject of the unfortunate letter shall be dropped. 5. She begs me to tell you, that when the weather is fine, I allow her a great portion of time to work in her garden ; that your favorite yew-tree is dead ; and that our firs were de- stroyed in the last storm; that her papa brought her down a bow and arrows ; that William stuffed too much tow into his gun ; that he rode over to Otley Park on his poney, ant! brought back two pretty specimens of copper ore, which he kindly gave to her to put among her curiosities. 6. She found a vail in the road the other day, which on comparing with mine, she pronounces to be a French vail, Mr. Bedford's new tale is one he translated from the Italian, in which a man is persuaded that he is another person ; it is really a very comic story. 7. George went to see his cousins ; their absence was occa- sioned by their having some friends staying with them. Philip Ainsworth sent us a hare; as it was near Emma's birth-day, he begged it might be a present to her; Emma's "little deer " is a canary ; all her pets are dear in her eyes ; she thought she had a nice place under the beech on a bank, but as she was troubled with the ants, she was obliged to leave it ; she has been making nets to cover pictures for a sale in the neigh- borhood, for some charity. 8. Her loss of the globes is a great disappointment ; her j present from William was a little ivory pear, containing seven others, and in the last a small set of tea-things ; an ingenious toy. She was much, entertained at the theater, and was aston- ished at the tiers of heads in the pit and boxes, as she had never before seen so many people assembled. 9. Now you find that we are at home, I hope you will not delay coming, to give Emma the kiss of reconciliation, and the pleasure of your company to Your affectionate Sister, EMILY WALFORD. P. S. A partial mother finds excuses for her children, when <%- 192 mcguffey's third reader no other person can ; but although Emma was eight years old on Thursday, you know how much her delicate health has interfered with her studies. London Gift. Questions. — Why did Emma's mother write to Mrs. Wilson? How had Emma's letter affected the boys? What had Emma regarded as disagreeble ? Should you not think it better to learn to spell, than to be laughed at for blunders ? What did Emma do, to correct her fault? Can you expect to become good scholars, unless you are dili- gent in your studies. LESSON LXIII. 1. Fruit'-ful-ness, abundance. 2. Slug'-gard, a lazy person. 3. Pro-lif'-ic, fruitful. 4. Vine'-yard, a plantation of grape vines. Toils, labor. 5. En-cum'-ber-ed, loaded. 6. Pos-sess'-ing, having. Trans-plan t'-ed, removed planted in another place. and THE IMPORTANCE OF WELL-SPENT YOUTH. Articulate distinctly. — Sup-port, not s'port: hap-pi-ness, not hap'ness: nat-u-ral-ly, not nat'r'ly: in-dus-tri-ous, not in-dus-frous: for- ev-er, not/Y-eu-er. See Exercise IV., pages 16 to 19. 1. As the beauty of summer, the fruitfulness of autumn, and the support of winter, depend upon spring ; so the happiness, wisdom, and piety of middle life and old age, depend upon youth. Youth is the seed-time of life. 2. If the fanner does not plow his land, and commit the precious seed to the ground in spring, it will be too late after- ward ; so if we, while young, neglect to cultivate our hearts and minds, by not sowing the seeds of knowledge and virtue, our future lives will be ignorant, vicious, and wretched. " The sluggard will not plow by reason of the cold ; he, therefore, shall be OF THE ECLECTIC SERIES. 199 I with a heavy heart. When he supposed he awoke, it was in j a new spot. All around him was new. As he stood wonder- ing where he was, he saw a creature approach him, which appeared like a baboon, but on its coming nearer he saw that it was a creature somewhat resembling a man, but every way ill-shaped and monstrous. 7. He came up and walked around Hafed, as if he were a superior being, exclaiming, " beautiful, beautiful creature." " Shame, shame on thee ! " said Hafed, " dost, thou treat a stranger thus with insults ? Leave off thy jests and tell me where I am, and how I came here ! " "I do not know how you came here, but here you are, in our world, which we call chance-world, because every thing happens here by chance." 8. " Ah ! is it so ? This must be delightful ! This is just the world for me. Oh ! had I always lived here, my beautiful children would not have died under a foolish and inexorable law ! Come, show me this world, for I long .to see it. But have ye really no God, nor any one to make laws and govern you as he sees fit? " 9. " I don't know what you mean by God; we ha\ r e noth- ing of that kind here ; nothing but chance ; but go with me, and you will understand all about it." As they proceeded, Hafed noticed that every thing looked queer and odd. Some of the grass was green, some red, some white, some new, and some dying ; some grew with the top downward ; all kinds were mingled together ; and on the whole, the sight was very painful. 10. He stopped to examine an orchard; here chance had been at work. On a fine-looking apple-tree, he saw no fruit but large, coarse cucumbers. A small peach-tree was break- ing down under its load of gourds. Some of the trees were growing with their tops downward, and the roots branching out into the air. Here and there were great holes dug, by which somebody had tried to get down twenty and thirty feet, in order to get the fruit. 11. The guide told Hafed that there was no certainty about these trees, and that you could never tell what fruit a tree would happen to bear. The tree which this year bears cucumbers, mav bear potatoes next year, and perhaps you would have to dig twenty feet for every potato you obtained. 12. They soon met another of the " chance men." His legs were very unequal in length ; one had no knee, and the 6- M C GUFFEYS THIRD READER other, no ankle. His ears were set upon his shoulders, and ] around his head was a thick, black bandage. He came groping his way, and Hafed asked him how long since he had lost his sight. 13. "I have not lost it," said he, "but when I was born, my eyeballs happened to turn in instead of out, and the back parts being outward, are very painful in the light, and so I put on a covering. Yet I am as well off as others. My brother has one good eye on the top of his head, but it looks directly upward, and the sun almost puts it out." 14. They stopped to look at some "chance cattle" in a yard. Some had but three legs ; some had the head on the wrong part of the body ; some were covered widi wool, under ! which they were sweltering in a climate always tropical. 1 Some were half horse and half ox. Cows had young camels following them instead of calves. Young elephants were j there with flocks of sheep ; horses with claws like a lion, and ] geese clamping round the yard with hoofs like horses. It was j all a work of chance. { 15. " This," said the guide, " is a choice collection of catde. | You never saw the like before." "That is true, truth itself," | cried Hafed. " Ah ! but the owner has been at great pains j and expense, to collect them. I don't believe there is an- other such collection any where in all this ' chance world.' " 1 hope not," said Hafed. LESSON LXVII. 1 . Prem'-is-es, houses or land. 5. In-ex-press'-i-blo, that Gan not be uttered. I 7. la-tcnse'-ly, to a high, degree. 8. Nau'-se-a-ting, making sick. 9. Quail, to become dejected, to shrink. [rious. 14. Un-search'-a-ble, hidden, myste- THE WORLD OF CHANCE. — Continued. 1. Just as they were leaving the premises, the owner came out to admire, and show, and talk over his treasures. He wanted to gaze at. Hafed ; but his head happened to be near the ground, between his feet, so that he had to mount upon a ® &-- — ■ — — — OF THE ECLECTIC SERIES- 201 I wall, before he could get a fair view of the stranger. "Do n't think I am a happy man," said he, " in having .so many and such perfect animals. Alas ! even in this perfect and happy I world, there are always drawbacks. That fine-looking cow | yonder, happens to give nothing but warm water, instead of \ "milk ; and her calf, poor thing, died before it was a week old. 2. " Some of them are stone blind, some can not live in the light, and few of them can hear. No two of them eat the j same food, and it is a great labor to take care of them. I j sometimes feel as if I would almost as lief be a poor man." "I think I should rather," said Hafed. 3. While they were talking, in an instant, they were in midnight darkness. The sun was gone, and Hafed could not for some time see his guide. "What has happened?" said he. " Oh, nothing uncommon," said the guide. " The sun happened to go down now. There is no regular time for him to shine ; but he goes and comes just as it happens, and leaves us suddenly, as you see." 4. "As I don't see," said Hafed; "but I hope he will come back at the appointed time, at any rate." " That, sir, will be just as it happens. Sometimes he is gone for months, and sometimes for weeks, and sometimes only for a few min- utes. Just as it happens. We may not see him again for months, but perhaps he will come soon." 5. As the guide was proceeding, to the inexpressible joy of all, the sun at once broke out. The light was so sudden, that Hafed at first thought he must be struck with lightning, and actually put his hands to his eyes to see if they were safe. He then clapped his hands to his eyes, till he could gradually bear the light. There was a splendor about the sun which he had never before seen ; and it was intolerably hot. The air seemed like a furnace. 6. " Ah," said the owner of the cattle, " we must now scorch for it. My poor wool ox must die at once ! Bad luck, bad luck to us ! The sun has come back nearer than he was before. But we hope he will happen to go away again soon, and then happen to come back further off the next time." 7. The sun was now pouring down his heat so intensely, that they were glad to go into the house for shelter ; a miser- able looking place indeed. Hafed could not but compare it with his own beautiful cottage. Some timbers were rotten ; for the tree was not, as it happened, the same in all its parte. . — — — — 1 —4> & ■ ■ ( 202 moquffey's third reader Some of the boards happened to be like paper, and the nails tore out, and these were loose and coming off. 8. They invited Hafed to eat. On sitting down at the table, he noticed that each one had a different kind of food, and that no two could eat out of the same dish. He was told that it so happened, that the food which one could eat, was poison to another, and what was agreeable to one, was nauseating to another. 9. "I suppose that to be coffee," said Hafed, "and I will thank you for a cup." It was handed him. He had been troubled with the tooth-ache for some hours, and how did he quail, when, on filling his mouth, he found it was ice, in little pieces about as large as pigeon-shot ! 10. "Do you call ice-water, coffee, here?" said Hafed, pressing his hand upon his cheek, while his tooth was dancing with pain. " That is just as it happens. We put water over the fire, and sometimes it heats it, and sometimes it freezes it. It is all chance-work." 11. Hafed rose from the table in anguish of spirit. He remembered the world where he had lived, and all that was past. He had desired to live in a world where there was no God, where all was governed by chance. Here he was, and here he must live. 12. He threw himself on a bed, and recalled the past; the beautiful world where he had once lived ; his ingratitude ; his murmurings against the wisdom and goodness of God. He wept like infancy. He would have prayed, and even began a prayer ; but then he recollected that there was no God here ; nothing to direct events ; nothing but chance. He shed many and bitter tears of repentance. At last he wept himself asleep. 13. When Hafed again awoke, he was sitting under his palm-tree, in his own beautiful garden. It was morning. At the appointed moment, the glorious sun rose up in the east ; the fields were all green and fresh ; the trees were all right end upward, and covered with blossoms ; and the songsters were uttering their morning songs. 14. Hafed arose, recalled that ugly dream, and then wept for joy. Was he again in a world where chance does not reign ? He looked up, and then turned to the God of heaven, the God of laws and of order, and gave him the glory, and confessed that his ways, to us unsearchable, are full of wisdom. He was a new man ever afterward ; nothing gave him greater cause of gratitude, as he daily knelt in prayer, than the fact, £ _ _ § OF THE ECLECTIC SERIES. 203 that he lived in a woi'ld where God ruled ; and ruled by laws, fixed, wise, and merciful. Todd. Questions. — Do we live in a " chance-world," or in a world of laws ? What do you understand by a chance-world 1 What, by one governed by laws ? Who has established the laws under which we live ? If we break the laws of the natural world, what is the conse- quence ? What do the laws of the natural world prove with regard to their Author ? Is not our moral character, also, under the government of laws ? What is the great rule of our conduct, or " golden rule,'' as it is called ? If we break this, do we not necessarily suffer ? How, then, can we be perfectly happy ? If we do wrong, and sow the seeds of vice, can we expect to reap the rewards of virtue ? ARTICULATION. 3 3 3 1 1 Rt, rts, rtst. Flirt, flirts, flirtst : court, courts, &c. 3 3 3 3 3 Rch, rchd. Perch, perch'd: starch, starch'd : parch, &c. LESSON LXVIII. 1. Ac-cus'-tom-ed, habituated, used Ar-rang'-ed, set in order. [to. Ap-prox'-i-ma-ting, approaching. 2. Des-ti-na'-tion, place to be reached. Un-de'-vi-a-ting, not mistaking. Un-wea'-ri-ed, not tired. 3. Bar'-ri-er, any thing which hin- ders approach. 7. Plash'-y, watery, having many puddles. Cha'-fed, made rough by rubbing. 8. Il-lim'-it-a-ble, without limit or end. [or space. 11. A-byss', an immeasurable depth 12. Zone, a division of the earth ac- cording to the heat or cold. THE WILD GOOSE. Articulate clearly. — TJ-su-al-ly, not u-shal-ly: gen-er-al-ly, not gen-r' al-ly : go-ing, not go-in: sup-pos'd, not s'pos'd: coast, not coace: il-lim-it-a-ble, not il-lim't-ble. 1. On the approach of spring, we are accustomed to see flocks of these birds, high in the air, arranged in a straight 0- 504 M C GUFFEY S THIRD READER line, or in two lines approximating to a point. In both cases, they are led by an old gander, who, every now and then, pipes forth* his well known " honk," as if to ask how they all come on ; and the " honk," of " all's well," is returned by some of the party. They continue their flight, day and night, usually in a straight line. 2. It is generally supposed, that these flocks of wild geese are going to the northern lakes. But the people there are as ignorant as we are, of their destination. In the region of the lakes they are still seen, pursuing their northern journey, with undeviating instinct and unwearied wing. 3. They have been seen as far north as eighty degrees of latitude, and it is probable that beyond the arctic circle, and perhaps under the very pole, amid the desolation of those northern regions, shut out from the eye of man by everlasting barriers of ice, they find sufficient food, and a secure and pleasant retreat. 4. On their return, vast numbers of the geese are killed by the sportsmen, in the northern, western, and southern waters. The wounded ones are often tamed, and readily pair with the common gray goose. It is supposed, that to one of these birds are addressed the following beautiful lines " To a water fowl," written by Mr. Bryant. ® -@ OF THE ECLECTIC SERIES. 205 5. Whither, 'mid falling dew, While glow the heavens with the last steps of day, Far, through the rosy depths, dost thou pursue Thy solitary way ? 6. Vainly the fowler's eye Might mark thy distant flight to do thee wrong, As, darkly painted on the crimson sky, Thy figure floats along. 7. . Seek 'st thou the plashy brink Of weedy lake, or marge of river wide, Or where the rocky billows rise and sink On the chafed ocean's side ? 8. There is a power whose care Teaches thy way along that pathless coast, The desert and illimitable air, Lone Wandering, but not lost. 9. All day, thy wings have fanned, At that far hight, the cold, thin atmosphere ; Yet stoop not, weary, to the welcome land, Though the dark night is near. 10. And soon that toil shall end, Soon shalt thou find a summer home, and rest, And scream among thy fellows ; reeds shall bend, Soon o 'er thy sheltered nest. 11. Thou 'rt gone; the abyss of heaven Hath swallowed up thy form ; yet, on my heart, Deeply has sunk the lesson thou hast given, And shall not soon depart. 12. He, who, from zone to zone, Guides through the boundless sky thy certain flight, In the long way that I must tread alone, Will lead my steps aright. 13 o o k of Animals. -o Questions. — In ■what manner do the wild geese fly? At what j season do we generally see them ? What do you understand by the j word "honk," as used in the lesson ? Where do the geese probably ^- 206 m c guffey's third reader go ? Who takes care of them, and guides them ? What is that kind of knowledge called, which animals possess ? What instruction may we derive from the fact, that God takes care of animals. In the last sentence, to what is he nominative ? LESSON LXIX. 2. Dis-tinc'-tion, a point of differ- ence. Wig'-wam, an Indian hut. 3. Bur'-rows, holes in the earth where animals lodge. 4. Dis-cus'-sion, arguing a point. Com-mu'-ni-ty, a society or collec- tion of individuals. Arch'-i-tects, those who under- stand building. 5. Me-dic'-in-al, healing. 8. Rec'-ti-fi-ed, corrected. DIFFERENCE BETWEEN MAN AND THE INFERIOR ANIMALS. Remark. — Recollect, always, that you have it in your power to become a good reader, by attention, study, and practice. Articulate distinctly. — Dif-fer-ence, not dif-f'rence: in-struct, not in-struc: pro-vi-diug, not pro-vi-d'n: ir-reg-u-lar, not ir-reg'lar: fac- ul-ty, wot fae'l-ty. 1. The chief difference between man and the other animals, consists in this, that the former has reason, whereas the latter have only instinct ; but, in order to understand what we mean by the terms reason and instinct, it will be necessary to men- tion three things, in "which the difference very distinctly appears. 2. Let us,Jirst, to bring the parties as nearly on a level as possible, consider man in a savage state, wholly occupied, like the beasts of the field, in providing for the wants of his animal nature ; and here, the first distinction thai appears between them, is, the use of implements. When the savage provides himself with a hut, or a wigwam, for shelter, or that he may store up his provisions, he does no more than is done by the rabbit, the beaver, the bee, and birds of every species. 3. But the man can not make any progress in this work without tools ; he must provide himself with an ax even before . _ — _ _ — — , — ___ $ OF THE ECLECTIC SERIES. 207 he can cut down a tree for its timber; whereas these animals form their burrows, their cells, or their nests, with no other tools than those with which nature has provided them. In cultivating the ground, also, man can do nothing without a spade or a plow ; nor can he reap what he has sown, till he has shaped an implement with which to cut down his harvest. But the inferior animals provide for themselves and their young without any of these things. 4. Now for the second distinction. Man, in all his opera- tions, makes mistakes; animals make none. Did you ever hear of such a thing as a bird sitting on a twig, lamenting over her half-fmished.nest, and puzzling her little poll to know how to complete it ? Or did you ever see the cells of a bee-hive in clumsy, irregular shapes, or observe any thing like a dis- cussion in the little community, as if there was a difference of opinion among the architects ? 5. The lower animals are even better physicians than we are ; for when they are ill, they will, many of them, seek out some particular herb which they d6 not use as food, and which possesses a medicinal quality exactly suited to the com- plaint ; whereas, the whole college of physicians will dispute for a century, about the virtues of a single drug. 6. Man undertakes nothing in which he is not more or less puzzled ; and must try numberless experiments, before he can bring his undertakings to any thing like perfection ; even the simplest operations of domestic life are not well performed without some experience ; and the term of man's life is half wasted, before he has done with his mistakes, and begins to profit by his lessons. 7. The third distinction is, that animals make no improve- ments ; while the knowledge, and skill, and the success of man are perpetually on the increase. Animals, in all their opera- tions, follow the first impulse of nature, or that instinct which God has implanted in them. In all they do undertake, there- fore, their works are more perfect and regular than those of man. 8. But man, having been endowed with the faculty of think- ing or reasoning about what he does, is enabled, by patience and industry, to correct the mistakes into which he at first falls, and to go on constantly improving. A bird's nest is, indeed, a perfect structure ; yet the nest of a swallow of the nineteenth century, is not at all more commodious or elegant than those that were built amid the rafters of Noah's ark &- I -© 208 McGUFFEY S THIRD READER But if we compare the wigwam of the savage with the temples and palaces of ancient Greece and Rome, we then shall see to what man's mistakes, rectified and improved upon, conduct him. Jane Taylor. Questions. — What is the subject of this lesson? "What three things form the distinction between man and animals ? What is in- stinct ? What is the difference between instinct and reason ? Is man an animal ? Is man superior to all other animals? In what does the superiority consist ? What does this enable man to do ? ARTICULATION". 2 2 2 2 2 Sk, sks, skt. Frisk, frisks, frisk'd : whisk, whisks, &c. 3 3 3 3 3 Sp, sps, spt. Grasp, grasps, grasp'd: clasp, clasps, &c. i i i ii St, sts. Feast, feasts : boast, boasts : toast, &c. LESSON LXX. 1. Mut'-ter-ing, murmuring, rum- bling, [perceiving. 3. Un-con'-scious, not knowing, not 5. Clus'-ter, a bunch. [faults. 7. Mon'-i-tor, one who warns of Theme, subject. [sion. Or'-a-cle, a wise sentence or deci- 9. Flit'-ting, moving about in a live- ly manner. Vest'-ure, clothing, covering. THE WINTER KING. Rkmark.' — In this lesson, there is a pause at the end of every line. In pieces where this is not the case, however, beware of attempt- ing to make the rhymes jingle by improper stops. Pronounce correctly. — Wan-der'd, not wan-dud: vest-ure, not ves-ter, nor ves-tshure: del-i-cate, not del-i-kit. 1. On! what will become of thee, poor little bird? The muttering storm in the distance is heard ; -® @4~ — -0 OF THE ECLECTIC SERIES. 209 The rough winds are waking, the clouds growing black, They '11 soon scatter snow-flakes all over thy back ! From what sunny clime hast thou wandered away ? And what art thou doing this cold winter day? 2. " I 'm picking the gum from the old peach-tree ; The storm doesn't trouble me. Pee, dee, dee." 3. But what makes thee seem so unconscious of care ? The brown earth is frozen, the branches are bare : And how canst thou be so light-hearted and free, As if danger and suffering thou never should'st see, When no place is near for thy evening nest, No leaf for thy screen, for thy bosom no rest ? 4. " Because the same hand is a shelter for me, That took off the summer leaves. Pee, dee, dee." 5. But man feels a burden of care and of grief, While plucking the cluster and binding the sheaf. In the summer we faint, in the winter we're chilled, With ever a void that is yet to be filled. We take from the ocean, the earth, and the air, Yet all their rich gifts do not silence our care. 6. " A very small portion sufficient will be, If sweetened with gratitude. Pee, dee, dee." 7. I thank thee, bright monitor ; what thou hast taught, Will oft be the theme of the happiest thought ; We look at the clouds; while the birds have an eye To Him who reigns over them, changeless and high. And now, little hero, just tell me thy name, That I may be sure whence my oracle came. 8. " Because, in all weather, I 'm merry and free, They call me the Winter King. Pee, dee, dee." 9. But soon there '11 be ice weighing down the light bough, On which thou art flitting so playfully now ; And though there 's a vesture well fitted and warm, Protecting the rest of thy delicate form, What, then, wilt thou do with thy little bare feet, To save them from pain, 'mid the frost and the sleet? 10. •' I can draw them right up in my feathers, you see, To warm them and fly away. Pee, dee, dee." Miss Gould. - . _. 1 8 __ __ __ _^ <> 210 McQCTFJTEY 8 THIRD READER Questions. — What bird is called the " Winter King ? " What are the words " Pee, dee, dee," intended to imitate? What instruction may be derived from this lesson ? LESSON JLIXI. 1. An'-nals, a species of history. El'-o-quence, the power of speak- ing well. 4. Can'-o-py, a covering over head. 5. As-si-du'-i-ty, closo application, diligence. Gran'-a-ries, corn-houses. 6. Pro-pens'-i-ties, bent of mind, inclination. 7. Lav'-ish, profuse, wasteful. 10. Su-per-flu'-i-ties, something be- yond what is wanted. THE GENEROUS RUSSIAN PEASANT. Remark. — If you meet with difficult words, or foreign names, do not hasten over them, but read them distinctly. Articulate clearly. — Cel-e-brate, not cel'brate: flat-ter-y, not Jlat-t'nj: mis-er-ies, not mis 'ries: pon-der-ing, not pon-d'rin: gen-er-al, not gen'ral: ca-lam-i-ty, not c'lam'ty: gran-a-ries, not gran'ries. See Exercises on E, I, and A, page 16. 1. Let Virgil sing the praises of Augustus, genius celebrate merit, and flattery extol the talents of the great. The short and simple " annals of the poor " engross my pen ; and while I record the history of Flor Silin's virtues, though I speak of a poor peasant, I shall describe a noble man. I ask no elo- quence to assist me in the task; modest worth rejects the aid of ornament to set it off. 2. It is impossible, even at this distant period, to reflect, without horror, on the miseries of that year, known in Lower Wolga by the name of the '■'■famine year.'''' I remember the summer, whose scorching heats had dried up all the fields, and the drought had no relief but from the tears of the ruined farmer. 3. I remember the cold, comfortless autumn, and the de- spairing rustics, crowding round their empty farms with folded arms, and sorrowful countenances, pondering on their misery, instead of rejoicing, as usual, at the golden harvest; I remem- ber the winter which succeeded, and I reflect, with agony, on ^_. — 3 , @ OF THE ECLECTIC SERIES. 211 the miseries it brought with it ; whole families left their homes, to become beggars on the highway. 4. At night, the canopy of heaven served them as their only shelter from the piercing winds and bitter frost ; to describe these scenes, would be to harm the feelings of my readers ; therefore to my tale. In those days I lived on an estate not far from Simbirsk ; and though but a child, I have not forgotten the impression made on my mind by the general calamity. 5. In a village adjoining, lived Flor Silin, a poor, laboring peasant : a man remarkable for his assiduity, and- the skill and judgment with which he cultivated his lands. He was blessed with abundant crops ; and his means being larger .than his wants, his granaries, even at this time, were full of corn. The dry year coming on, had beggared all the village, except him- self. Here was an opportunity to grow rich. Mark, how Flor Silin acted. Having called the poorest of his neighbors about him, he addressed them in the following manner : 6. " My friends, you Avant corn for your subsistence ; God has blessed me with abundance ; assist in thrashing out a quantity, and each of you take what he wants for his family." The peasants were amazed at this unexampled generosity ; for sordid propensities exist in the village, as well as in the populous city. 7. The fame of Flor Silin's benevolence having reached other villages, the famished inhabitants presented themselves before him, and begged for corn. This good creature received them as brothers ; and, while his store remained, afforded all relief. At length, his wife, seeing no end to the generosity of his noble spirit, reminded him how necessary it would be to think of their own wants, and hold his lavish hand, before it was too late. " It is written in the scripture," said he, " Give, and it shall be given unto you." 8. The following year, Providence listened to the prayers of the poor, and the harvest was abundant. The peasants who had been saved from starving by Flor Silin, now gathered around him. 0. " Behold," said they, " the corn you lent us. You saved our wives and children. We should have been famished but for you ; may God reward you ; he only can ; all we have to give, is our corn and grateful thanks." " I want no corn at present, my good neighbors," said he; "my harvest has ©~ — : 0- -0 112 M C GDFFEY S THIRD READER exceeded all my expectations ; for the rest, thank Heaven ; I have been but an humble instrument." 10. They urged him in vain. "No," said he, "I shall not accept your corn. If you have superfluities, share them among your poor neighbors, who, being unable to sow their fields last autumn, are still in want ; let us assist them, my dear friends ; the Almighty will bless us for it." " Yes," replied the grateful peasants, " our poor neighbors shall have this corn. They shall know that it is to you that they owe this timely succor, and join to teach their children the debt of gratitude, due to your benevolent heart." Silin raised his tearful eyes to heaven. An angel might have envied him his feelings. Kaeamsiit. • Questions. — What rank in society did Flor Silin hold ? What did he do, during the famine, to his poor neighbors ? What did he direct them to do with the corn, with which they wished to repay him ? What should his example teach us ? In the last sentence, what pronoun is there in the possessive case ? For what noun does it stand ? How is it governed ? What is the rule ? Tl, tlz, tlst. Tld, tldst. Ts, tst. ARTICULATION'. WhfttP, whittl's, whittl'st: bottl', &c. Whittl'd, whftd'dst: bottl'd, bottl'dst. 2 2 2 2 Frets, fretst: sets, setst. LESSON LXXII. 2. Pledge, something given as evi- dence. 3. In'-cense, the perfume made by burning spices, and used in religious worship. It is here used figuratively for respect, reverence. [rides. 4. Ecof-fer, one who mocks or de- 5. Re-tain', to keep in possession. Cling, to hold fast upon. •« -® OF THE ECLECTIC SERIES. 213 A MOTHER'S GIFT — THE BIBLE. Rem abk. — In readiag these lines, a very slight pause may be made at the end of each line, though there be no printed stop. Sound each letter. — Ear-li-est, not ear-li-es: mem-o-iy, not mern'ry: | must, not mus: gift, not giff. 1. Remember, love, who gave thee this, When other days shall come, When she who had thine earliest kiss Sleeps in her narrow home. Remember, 'twas a mother gave The gift to one she 'd die to save I 2. That mother sought a pledge of love, The holiest for her son ; And from the gifts of God above, She chose a goodly one : She chose for her beloved boy, The source of light, and life, and joy ; 3. And bade him keep the gift, that when The parting hour should come, They might have hope to meet again, In an eternal home. She said his faith in this would be Sweet incense to her memory. 4. And should the scoffer in his pride, Laugh that fond faith to scorn, And bid him cast the pledge aside, That he from youth had borne, She bade him pause, and ask his breast If she or he had loved him best. 5. A parent 's blessing on her son Goes with this holy thing; The love that would retain the one, Must to the other cling. Remember ! 't is no idle toy : A mother's gift ! remember, boy ! W. Fergus on. Questions. — What did the mother present to her son ? Why did she select this as a gift for him ?" What motive did she present to ft- ®r -» 214 MfGUFFEY S THIRD READER him for keeping it ? From what source did she suppose there would arise danger of his neglecting it ? What reflection would protect him from the scoffer's influence ? What is meant by the " scoffer V LESSON LXXIII. Con-ten'-tions, angry contests, quarrels. [a devil. Do-ino'-ni-ac, one possessed by Gen-er-a'-tion, a race, the people of the same period. De-baueh'-ed, corrupted in morals. Ten'-e-ment3, houses. In-her'-it-anee, an estate received from parents. TOUGH NOT — TASTE NOT — HANDLE NOT. Remark. — When there are poetical quotations in prose pieces, they should be read as if they were part of the same line, unless the sense requires a pause. Pronounce correctly. — Com-par-a-tive-ly, not cow-par-er-twe-ly : fre-queut, not fre-kwu at: tem-per-ate-ly, not tem-per-it-ly: scarce-ly, not scvrce-ly: ut-ter-ance, not ut-ter-unoe. 1. " Wine is a mocker, and strong drink is raging. Who hath woe ? who hath sorrow ? who hath contentions ? who hath babbling ? who hath wounds without a cause ? who hath redness of eyes? They that tarry long at the wine." 2. How often do men meet in good humor, then drink to excess, talk nonsense, fancy themselves insulted, take fire within, rave, threaten, and then come to blows ? A long time ago, Seneca spoke of those who " let in a thief at the mouth to steal away the brains." In such a case, the stupidity of a brute is often united with the fury of a demoniac. Nay, the man among the tombs was comparatively harmless ; he only injured himself. But how often does the drunken revel end in the cry of murder ! Des-o-la'-tion, ruin, destruction. Con-so-la'-tion, comfort. Phi-lan'-thro-pist, one who loves his fellow men. Ben-e-dic'-tion, blessing. Pen-i-ten'-tia-ry, a house where criminals are confined to labor. De-gen'-er-a-cy, the state of grow- ing worse. & -® OP THE ECLECTIC SERIES. 215 3. How often does the hand of the intoxicated man, lifted against his dearest friend, perhaps the wife of his bosom, " In one rash hour, Perform a deed that haunts him to the grave ! " 4. Could I call around mp, in one vast assembly, the young men of this nation, I would say : Hopes of my country, blessed be ye of the Lord, now in the dew of your youth. But look well to your footsteps ; for vipers, and scorpions, and adders, surround your way. Look at the generation who have just preceded you. The morning of their life was cloud- less, and it dawned as brightly as your own. But behold, now, the smitten, enfeebled, inflamed, debauched, idle, poor, irreligious, and vicious, with halting step, dragging onward to meet an early grave. 5. Their bright prospects are clouded, and their sun is set, never to rise. No house of their own receives them, while from poorer to poorer tenements they descend, as improvidence dries up their resources. And, now, who are those that wait on their footsteps, with muffled faces and sable garments ? That is a father, and that is a mother, Whose gray hairs are coming with sorrow to the grave. That is a sister, weeping over evils which she can not arrest ; and there is the broken- hearted wife ; and these are the children — hapless innocents ! — for whom their father has provided no inheritance, save one of dishonor, and nakedness, and woe ! 6. And is this, beloved youth, the history of your course ? In this scene of desolation, do you see the image of your future selves 1 Js this the poverty, and the disease, which, as an armed man, shall take hold on you ? and are your relatives and friends to succeed those who now move on, in this mourn- ful procession, weeping as they go ? 7. Yes, bright as your morning now opens, and high as your hopes beat, this is your noon, and your night, unless you shun those habits of intemperance which have thus early made theirs a day of clouds and of thick darkness. If you frequent places of evening resort for social drinking ; if you set out with drinking, daily, a little, prudently, temperately ; it is yourselves, which, as in a glass, you behold. 8. " One of the greatest consolations afforded to my mind by the success of the temperance cause, is the reflection that my child will not be a drunkard." Such was the language of a distinguished philanthropist, as he held a listening assembly, chained by the voice of his eloquence. ©■ © i o 216 mcguffey's third reader 9. To this remark the heart of every parent assents ; for that the progress of the temperance cause will be so great, at the period when the child, which is now an infant, shall come upon the theater of life, as to render all use of ardent spirit, as a drink, disreputable, can scarcely be questioned. 10. If any father or mother could lift the vail of futurity, and read on the page of coming years, that the son now so loved, so idolized perhaps, would become a bloated, polluted and polluting creature, reeling under the influence of ardent spirit, the remainder of life would be wretched. To such a parent, this world would indeed be a vale of tears ; and the silence and solitude of the tomb would be welcomed as the place where the weary might be at rest. 1 1 . The temperance reform does in fact lift the vail of years, and disclose to the parents of the present generation, their children and children's children freed from all the woes and curses of drunkenness, the smile of gratitude upon their coun- tenance, and the language of benediction upon their lips. 12. " My child will not be a drunkard ! " Cheering thought ! How it swells the heart with emotions too big for utterance ! What an animating prospect does it open to the mind ! Alms- houses, and jails, and penitentiaries, and state-prisons, will then stand only as so many monuments of the vices of an age gone by ; and the evils consequent upon the use of ardent spirits shall exist only upon the historian's page, as so many records of the former degeneracy and the errors of mankind. Lyman Beecher. Questions. — Who are said to have woe and sorrow ? How does strong drink produce such alarming and distressing effects? Wiry is it so dangerous for people to taste strong drink ? If you do not wish to become intemperate, what should you never da ? How do parents feel when one of their children becomes intemperate ? ARTICULATION". 5 5 6 6 2 Vz, vst. Moves, mov'st: shoves, shov'st: solves, &c. 2 2 2 2 2 Zm, zmz. Prism, prisms : plasm, plasms : chrism, &;c. 3 2 11 1 Zn, znz. Pris'n, pris'ns : reas'n, reas'ns : seas'n, &c. "— - ® OF THE ECLECTIC SERIES. 217 ~® LESSON LXXIV. 1. Fes'-tal, mirtliful, joyous. Gar'-land-ed, adorned with wreaths of flowers. 3. De-vo'-ted, solemnly set apart. 4. En-hanee', increase. 6. Sun'-der-ed, separated. 7. Ma'-ni-ac, raving with madness. Glim'-mer-ings, faint view. 8. Ro'-se-ate, blooming, rosy. 11. Fel'-on, a public criminal. 12. En-ti'-cing, attracting to evil. Spurn'-ed, rejected with dis- dain. 13. Lure, to attract, to entiee. 14. En-chant'-ed, affected with en- chantment, bewitched. THE FESTAL BOARD. 1. Come to the festal board to-night, For bright-eyed beauty will be there, Her coral lips in nectar steeped, And garlanded her hair. 2. Come to the festal board to-night, For there the joyous laugh of youth Will ring those silvery peals, which speak Of bosoms pure, and stainless truth. 3. Come to the festal board to-night, For friendship, there, with stronger chain, Devoted hearts already bound For good or ill, will bind again. / went. 4. Nature and art their stores outpoured ; Joy beamed in every kindling glance ; Love, friendship, youth, and beauty, smiled; What could that evening's bliss enhance ? fVe parted. 5. And years have flown ; but where are now The guests, who round that table met 1 Rises their sun as gloriously As on the banquet's eve it set ? 6. How holds the chain which friendship wove ? It broke ; and, soon, the hearts it bound — 10- — - Mo. 16 Mo. iGMo. 12 Mo. 12 Mo. 12 Mo, Xl Mo. 12 Mo. 12 Mo. ARITHMETIC— ALGEBRA. RAY'S ARITHMETIC FIRST BOOK — (PRIMARY) , RAY'S ARITHMETIC.. :i.„OND BOOK — (INTELLECTUAL RAY'S ARITHMETIC, THIRD BOOK — (PRACTICAL) KEY TO RAY'S PRACTICAL ARITHMETIC . RAYS HIGHER ARITHMETIC — ^OURTH BOOK) KEY TO RAY'S HIGHER ARITHMETIC . RAY'S TEST EXAMPLES — (WITH ..N^WERS) RAY'S TEST EXAMPLES — (WITHOUT ANSWERS) RAYS ALGEBRA, FIRST BOOK — (ELEMENTARY) RAY'S ALGEBRA, SECOND BOOK — (HIGHER) . KEY TO RAY'S ALGEBRAS. 1st & 2d BOOKS . 16 Mo. 16 Mo. 10 Mo. 16 Mo. 12 Mo. 12 Mo. 16 Mo. IGMo. 12 Mo. 12 Mo 12 Mo. ENGLISH GRAMMAR. PINNEO'S PRIMARY GRAMMAR PINNEO'S ANALYTICAL GRAMMAR PINNEO'S ENGLISH TEACHER . 16 Mo. 12 Mo. 12 Mo. MISCELLANEOUS. OBJECT LESSONS, BY LILIENTHAL AND ALLYN KIDD'S ELOCUTION AND VOCAL CULTURE CHAPMAN'S AGRICULTURAL CHEMISTRY De WOLF'S INSTRUCTIVE SPELLER EVANS' SCHOOL GEOMETRY HEMANS' YOUNG LADIES' READER THE YOUNG SINGER, PART I — (SCHOOL MUSIC) THE YOUNG SINGER, PART II — (SCHOOL MUSIC) THE LITTLE TEACHER, OR WORD METHOD WHITE'S CLASS BOOK OF GEOGRAPHY - 16 Mo. 12 Mo. 16 Mo. 12 Mo. 12 Mo. 12 Mo. 16 Mo. ).;Mo. 16 Mo. 16 Mo. u SARGENT, WILSON & IIINKLE, Cincinnati.