^^ Mi illL— 
 
 ■I I INTERMEDIATE KEADEK; 
 
 ^^■*RlMAi(V Sl'llOUL llRlSi ULAist^ BUOk; 
 
 ELEMENTARY EXERCISES 
 
 ARTICULATION 
 
 THi: FIRST PKlNCli'LE« UF ELUCUTlUiN 
 
 IkaESIGNEU TO FOLLOW THE •• INTRODUCTION," AND TO 
 PRECEDE THE "GKADFAL READER." 
 
 N i:. VV - \ < ) K K : 
 
 rPrHI.I.-.l^:D BY DANIEL BURGESS & CO., 
 (i>AVE oAPy A BUR(;p:si?.)
 
 JNTERMEDIATE READER ; 
 
 OR, 
 
 PRIMARY SCHOOL FIRST CLASS BOOK; 
 
 ELEMENTARY EXERCISES 
 
 JX « 
 
 ARTICULATION 
 
 THE FIRST PRINCIPLKS OF ELOCUTION; 
 
 DKSIGNED TO FOLLOW THI-: " INTRODUCTION," AND TO 
 PRECEDE THE "GRADUAL READER." 
 
 By DAVID B. TOWER, A. M. 
 
 iCTHOR OP " IKTELI.ECTU.VL ALGBIUIA," "graIUJAL LESSONS IN GRAMMAR, 
 "8E(}UEt, TO LKSiONS IN GRAMMAR," '• GRADUAL SPELLER,"' 
 A?iO A SERIES OJ REVDIN.; BOOKS 
 
 NEW YORK : 
 riUiUSHED BY DANIEL BURGESS & CO., 
 
 (late cady a ^■ 1) burgess.) 
 GO JOHN-STRKET.
 
 Entered acrorditg to Act of Congress, iji "Iv vear 1848, 
 DV DAVID B. TO WEI k 
 
 111 the Clerk's Ortiee of the Dlstrirt Court of fliassaclmsetts. 
 
 STEREOTYPED AT THE 
 BOSroN TYPE AND STEREOTYPE KOUKDRY.
 
 PREFACE. 
 
 The " Primer " and " Introduction " were prepared 
 from a conviction that the training requisite for acquiring 
 distinctness of utterance, to be most efficacious, should 
 begin in the Primary School ; and that the organs of 
 speech, in their development and growth, should early be 
 habituated to accuracy. In furtherance of this plan, 
 there seemed to be needed, between the " Introduction " 
 and the ^" Gradual Reader," an intermediate step, which 
 should contain, for daily practice, a regulai- system of 
 "Exercises in Articulation" for Primary Schools, such 
 as had been put forth in the Gradual Reader, in 1841, for 
 more advanced pupils. • 
 
 In this book, condensed into a small compass, will be 
 found the requisite Exercises upon the Vowel and Conso- 
 nant elements and their combinations, in the only shape 
 in which, by the decision of teachers, they can be of any 
 use to the pupil. The element, or combination of elements, 
 is given first ; then, words containing the same ; and, lastly, 
 a sentence in which some word is used illustrating the 
 same element or combination. These exercises are in- 
 tended as a species of vocal gymnastics, as necessary for 
 training and strengthening the organs of utterance, as 
 bodily exercise is for developing muscular power.
 
 4 PREFACE. 
 
 Since the first publication of the "Exercises in Artic- 
 ulation," attention has been turned to this subject so 
 efTectually, that teachers are now expected to exercise 
 their pupils in uttering distinctly the words they attempt 
 to read. With the hope of facilitating their labors, and 
 rendering them more successful, this work has been pre- 
 pared for the first class in Primary Schools, and for Inter- 
 mediate Schools. 
 
 Besides the elementary instruction in Articulation, it 
 was deemed advisable to imbody a few exercises on the 
 rising- and falling inflections, and an illustration of ein- 
 phasis by examples, with a view of more effectually turn- 
 ing the attention of a valuable class of teachers to a few 
 of the simple elements of reading. 
 
 For a complete system of" Exercises in Articulation," 
 the teacher is respectfully referred to the " Gradual 
 Reader," and to the " Gradual Speller," which, it will be 
 seen, is an extensit)n of the plan of the Exercises in the" 
 Gradual Reader to the words needed in teaching orthog- 
 raphy and pronunciation. 
 
 In the " North American, First and Second Class Read- 
 ers," teachers will find a practical illustration of all the 
 various functions of the voice, even in the higher elements 
 ot' expression. 
 
 D. B. T 
 
 Boston, 0'2 Beacon Street, Maij, 1318.
 
 CONTENTS. 
 
 ELEMENTS OF READING. 
 
 Page. 
 
 EXERCISES IN ARTICULATION 9 
 
 Vowel Elements 9 
 
 Review of Vowel Elements. Table 1 13 
 
 Exercises on the Consonant Elements. Table II.. 14 
 
 Exercises on the Consonant Combinations 15 
 
 Exercises on Difficult Combinations of Words.. 31 
 
 INFLECTIONS OR SLIDES 84 
 
 Exerciser on Inflections 35 
 
 EMPHASIS ". 38 
 
 Exercises on -Emphasis 40 
 
 Parenthesis •. 41 
 
 DIRECTIONS TO TEACHERS 42 
 
 READING LESSONS. 
 
 1. The Works of God Mrs. Burbauld. 43 
 
 2. A Forbearing Spirit Oneida Scaton. 46 
 
 3. The Spring Mrs. Barhauld. 48 
 
 4. The Bee and the Butterfly L. H. Sirrourncy. 50 
 
 5. The Specked Apple T.S.Arthur. 52 
 
 6. The Same, continued , 55 
 
 7. My Happy Home ft. 58 
 
 1 *
 
 6 CONTENTS. 
 
 Pago. 
 
 8. Gon IS THE Parent of All 59 
 
 9. Words of Kindness 62 
 
 10. TwENTV-TiiiRD Psalm Bible. 63 
 
 11. Twenty-Fourth Psalm. Same. 64 
 
 12. Nineteenth Psalm Same. Go 
 
 13. The Boy and his Angel M. 0. Stevens. 67 
 
 14. Child of Reason Mrs. Barhauld. G9 
 
 15. Duty to God 71 
 
 16. Prayer James Montgomery. 73 
 
 17. Duty to Parents 74 
 
 18. The Children's Choice 77 
 
 19. The Bodily Senses. — Hearing and Sight 79 
 
 20. School is out 82 
 
 21. The Bodily Senses. — Smell and Taste 83 
 
 22. The Bodily Senses. — Touch or Feeling 85 
 
 23. The Hour of Prayer 88 
 
 24. The Little Sick Brother T.S.Arthur. 89 
 
 25. The Same, continued 94 
 
 26. The Nightingale t.Mrs. Hemans. 96 
 
 27. The Seasons ..«. 93* 
 
 28. Breathing 100 
 
 29. Arteries and Veins 101 
 
 30. Remembrances of Home T. Hook. 102 
 
 31. Manm:r is a Great Matter Miss Scdgicick. 103 
 
 32. Winter Mrs. M. E. Rohbins. 106 
 
 33. The Long Play-Day Miss Julia Jl. Fletcher. 107 
 
 34. How the Long Play-Day ended Same. 110 
 
 35. The Sea-Side Miss Jeicsbury. 113 
 
 36. Lesser Morals Miss Sedgwick. 115 
 
 37. Lesser Morals. — Acts of Kindness Same. 117 
 
 38. The Young Mourner 120 
 
 39 The Perfect Gentleman 122 
 
 40. Broth e^ly Love 123
 
 CONTENTS. 7 
 
 Page. 
 
 41. Selfishness UiNsocidL 126 
 
 42. Voices FROM Nature 129 
 
 43. The Two GAnnEWER 132 
 
 44. Exercises on Aspiration 133 
 
 45. The Old Man and bis Three Sons 136 
 
 46. The Garden 139 
 
 47. Youthful Example 141 
 
 48. The Creator esown bt his Works 142 
 
 49. Pleasure should be sought with Moderation... 144 
 
 50. The Good Boy 145 
 
 51. The Bird, the Bee,, and the Buttekflt. 146 
 
 52. Tie tour Shoe-Strings 149 
 
 53. The Affectionate Children 151 
 
 54. Conscience 154 
 
 55. Check the First Risings of III Temper. 
 
 Harvey JVeiccomb. 155 
 
 56. Difference and Agreement ; or a Sondav Morn- 
 
 ing IN England in the last CE.fTURy 158 
 
 57. The Creator's Worhs 161
 
 KXERCISES 
 
 AETICULATION 
 
 [Let the class simultaneously repeat after the teacher the 
 words and elements Italicized in them alternately, and 
 finally the sentences, solely with reference to correct 
 articulation of the elementary sounds.] 
 
 VOWEL ELEMENTS. 
 
 1 . Long slender sound of" A, (a or k,) as in 
 «le, fome, afm, pl«?/, ohey., frez'ght, break, 
 gauge. 
 
 Our age is but a shade, our life a tale. 
 
 2. Italian or flat sound of A, (a or a,) as in 
 bar, car, far, father, lard, psalm, lawgh, lawnch, 
 heart, gaard. 
 
 The calm shade will bring a kindred calm, aud 
 the sweet breeze will waft a balm to the sick heart. 
 
 3. Long broad sound of A, (aw or ^,) as in 
 all, ball, water, warm, baj^ble, laz^;, broad, ozfght, 
 wash. ■ 
 
 Of all that is holy, holiest is the good man's pall.
 
 10 INTERMEIHATK RKAOER. 
 
 4. The short sound of A, (a or ^,) as in 
 mrtn, mat, at, partzd, plafded. 
 
 The good man has a perpetual Sabbath. 
 
 5. The short broad sound of A, (a or a, like 
 6 or 6,) as in was, wad, wahiut, quality, law- 
 
 rel. 
 
 The quality of mercy is not strained. 
 
 6. The modified sound of long A, when fol- 
 lowed by r, (a or a,) as in dare, air, care, fair, 
 their, pear. 
 
 All things fair and bright are Thine. 
 
 7. The long sound of E, (e or ^,) as in me, 
 evil, sea, receipt, deer, fear, key, grief, marine, 
 people. 
 
 From each terrestrial bondage set me free. 
 
 8. The short sound of E, (e or e,) as in met, 
 men, end, head, said, again, says, friend, heifer, 
 leopard, guess, any, many, bwry, error, merit. 
 
 Still let my steady soul Thy goodness see. " 
 
 9. The modified sound of E followed by r, 
 (e or e,) as in her, term, fern, mercy, sir, first, 
 fwr, burr, over, every. 
 
 Blercy wept over her prostrate shrine. 
 
 A fretful temper will wince at every touch. 
 
 Many a flow<?r is born to blush unseen.
 
 EXERCISES IW AIITICULATION. 11 
 
 10. The long sound of I, (i or i,) as in 
 time, zee, pz'es, fl?/, height, huy, gwide, r?/e, «isle, 
 eye. 
 
 Bright is the light of a good man's smile. 
 
 11. The ^hort sound of I, (i or !,) as in pin, 
 if, timid, capt«in, forfeit, biscz^'t, been, sieve, 
 mt/ster?/, carriage, bz^sy. 
 
 I will worship the /nvisible alone. 
 
 12. The long open sound of O, (o or 6,) as 
 in ode, no, roll, oak, floor, foes, 'fozn-, dough, 
 snow, bureau, shew, -seiv, yeoman. 
 
 Roll on, thou deep and dark blue ocean, roll. 
 
 13. The long close sound of O, (oo or o,) as 
 in move, do, lose, boot, soz«p, shoes. 
 
 Dreadful is their doom whom doubt has driven 
 to censure fate. 
 
 14. The broad modified sound of O when 
 followed by r, (6 or 6,) as in nor, for, morn, 
 
 horse, or, forlorn, storm. 
 
 « 
 I come from the hills of the stormy north. 
 
 15. The short sound of O, (6 or 6,) as in not, 
 on, odd, cowgh, softly, gone. 
 
 The sun has gone where the eye cannot follow 
 him. 
 
 1 6. The sound of O like short u, (u, u, or 6,)
 
 12 INTEUMEDIATE IlKADKR. 
 
 as ill soil, done, love, none, blood, xwuhla, cov- 
 etous, udtion, does, ocean, vicious, front, co?/r- 
 age, come. 
 
 The land we love so well was bought with 
 blood. 
 
 17. The long slender sound of U, (u or u,) 
 as in t?nie, cz^be, hhce, suit, nety, vieiv, adieu, 
 neuter, heauty. 
 
 There is inMsic in the deep hluc sky. 
 
 18. The short sound of U, (u oj u,) as in 
 ti^b, zq), did\, tun, muff, rwilfle. 
 
 The Slimmer gay droops into pallid autznnn. 
 
 1 9. The sound of U, like the short close sound 
 of O, (u or Li,) as in pzdl, fz«ll, pwsh, cifckoo, 
 wolf, book, good, foot, wo?dd. 
 
 FmII many a flower is born to blush unreen. 
 
 20. The sound of U preceded bj r, like the 
 long close sound of o, (oo or u.) as in Yu\e, true, 
 nide, brm'se, groi^p. 
 
 The true man loves the golden r«le. 
 
 . 21. The sound of 01, as in so/1, oil, voice 
 hoy, joys. 
 
 Ambition scoffs at useful toil and homely joys. 
 
 22. The sound of OU, as in out, ro?aid, lowd, 
 bo?aid, voiv, now. 
 
 Faith looks beyond life's narrow bo?/nd-
 
 EXERCISES IN ARTICULATION. 
 
 13 
 
 
 Table I. 
 
 
 
 
 Review ^of Vowel Elements. 
 
 
 1. . 
 
 . . a, . . . ale . . . name . . late . . 
 
 . a 
 
 2. . 
 
 '. . a, . . . bar. . . car . 
 
 . farm . 
 
 . a 
 
 3. . 
 
 . . ^, . . . all . . . ball . 
 
 . fall . . 
 
 . aw 
 
 4. . 
 
 . . a, . . . mat . . bat . 
 
 . . man . 
 
 . a 
 
 5. . 
 
 . . a, . . . wad . . wan . 
 
 . wash . 
 
 . a 
 
 6. . 
 
 . . ^, . . . dare . . care 
 
 . . fair . . 
 
 s 
 
 . a 
 
 
 . . ^, . . . me ... mete 
 
 . . mere . 
 
 . e 
 
 8. . 
 
 . . e, . . . men . . met . 
 
 . . let . . 
 
 . e 
 
 9. . 
 
 . . e, . . . her . . . term 
 
 . . fern . 
 
 . e 
 
 10. . 
 
 . . i, . . . ice . . . pine 
 
 . . mine . 
 
 . i 
 
 11. . 
 
 . . I, ... in ... . pin . 
 
 . . pit . . 
 
 • i 
 
 12. . 
 
 .. 6, ... no ... note 
 
 . . ode . . 
 
 . 
 
 13. . 
 
 . . d, . . . move . do . 
 
 . . lose . 
 
 . 00 
 
 14. . 
 
 . . 5, . . . nor . . . for . 
 
 . morn . 
 
 . o 
 
 15. . 
 
 .. 6, ... on ... not . 
 
 . odd . . 
 
 . 6 
 
 16. . 
 
 . . 6, . '. . son . . . done 
 
 . love ^ . 
 
 . u 
 
 17. . 
 
 . . 11, , . . tube . . tune 
 
 . Jute . . 
 
 . u 
 
 18. . 
 
 . . u, . . . tub . . . tun . 
 
 • "P • • 
 
 . li 
 
 19. . 
 
 . . u, . . pull . . . full . 
 
 . bush . 
 
 . u 
 
 20. . 
 
 . . u, . . . rule . . . rude 
 
 . true . . 
 
 . 00 
 
 21. . 
 
 . . oi, . . oil . . . . join . 
 
 . voice . 
 
 • 91 
 
 22. . 
 
 . . ou, . . out . . . loud . 
 
 . bound 
 
 . ou 
 
 ;y In Table II., (p. 14,) utter the short vowel; then the syl- 
 lable, prolonging the consonant element ; and lastly the conso- 
 nant element alone.
 
 14 INTERMEDIATE READER. 
 
 Table II. 
 Exercises on the Consomnt Elements. 
 
 23. . . . a, iib, b . . 6, ob, b . . u, ub, b 
 
 24. ... a, ad, d . . o, 6d, d . . ii, ud, d 
 
 25. ... a, af", f . . 6, of, f . . ii, iif, f 
 
 26. . . . a, ag, g . . 6, og, g . . ii, iig, g 
 
 27. ... a, ak, k . . 6, ok, k . . ii, uk, k 
 
 28. ... a, al, 1 . . 6, 61, 1 . . li, iil, 1 
 
 29. ... a, am, m . . o, 6m, m . . ii, iim, m 
 
 30. ... a, an, n . . 6, 6n, n . . ii, iin, n 
 
 31. ... a, ap, p . . 6, op, p . . ii, iip, p 
 
 32. ... a, ar, r w . . 6, or, r . . ii, iir, r 
 
 33. *. . . a, as, s . . 6, 6s, s . . ii, iis, s 
 
 34. ... a, at, t . . 6, ot, t . . ii, iit, t 
 
 35. . . . a, av, v . . 6, 6v, v . . u, uv, v 
 
 36. ... a, az, z . . 6, 6z, z . . ii, iiz, z 
 
 37. ... a, ang, ng . . 6, ong, ng . . ii, iing, ng 
 
 38. . .,. a, ash, sh . . 6, osh, sh . . u, ush, sh 
 
 39. ... a, ath, tli e) . 6, 6th, th . . ii, iith, th 
 
 40. ... a, ath, th o) . 6, 6th, th . . ii, uth, th 
 
 41. . . . a, ax, X w) . 6, ox, x . . ii, iix, x 
 
 42. ... a, ax, x o) . 6, ox, x . . ii, iix, x 
 
 43. ... a, azh, zh . . 6, 6zh, zh . . ii, iizh, zh 
 
 44. . . . a, aj, j (« . 6, 6j, j . . ii, iij, j 
 
 45. ... a, ran, r <:> . 6, r6d, r . . ii, run, r 
 
 (1) r as in warm. (2) th as in thin. (3) th as in Mis. i4) x 
 like ks, as in fix. (5) x like gz, as in exact. (6)j like rf:^, as in 
 jail. (7) trilled sound of r
 
 EXERCISES IN ARTICULATION. 15 
 
 EXERCISES ON THE CONSONANT COM- 
 BINATIONS. 
 
 [Let the pupils, after the teacher, first utter the ivord 
 containing the combination ; next, the coinhination 
 alone; then alternately a icord and a combination ; and 
 finally the sentence illustrating the combination, solely 
 with reference to distinct articulation of the same.] 
 
 46. LD ; m\ld, field, gold, old, smiled, child. 
 
 Be as a child in meek simplicity. 
 
 47. LDZ ; wilds, fields, yields, folds, gilds. 
 
 Drowsy tinklings lull the distant folds. 
 
 48. LF ; self, wolf, shelf, gulf sylph, elf. 
 
 Know then thyself, enough for man to 
 know. 
 
 49. LFS ; gulfs, sylphs, wolf^s, elfh. 
 
 Fearless he entered the wo {/"'s dreary cave. 
 
 50. LK ; elk, imlk, silk, hulk, hulk. 
 
 Blithely the tripping mi/A^maid sings. 
 
 51. LKS ; elks, silks, milks, hulks, hulks. 
 
 The crawling worm our silks bestows. 
 
 52. LM ; elm, veahn, him, overwhelm. 
 
 Behold yon row of lofty eZwi-trees. 
 
 53. LMS ; elms, realms, films, overwhelms. 
 
 Films, slow gathering, dim the sight. 
 
 54. LP ; Tpulp, whelp, scalp, help, kelp. 
 
 Let no one ask in vain for he^.
 
 16 INTERMEDIATE READER. 
 
 55. LPS; ■ixlps, sc'dlps, whelps, helps, kelps. 
 
 The Alps lift on high their snowy scalps. 
 
 56. LPT; scalped, helped, yelped. 
 
 Virtue helped him to a desirable station. 
 
 57. LDZH ; hilge, indulge, bulge, divulge. 
 
 Indu/^'-e no useless, idle wish. 
 
 58. LS ; false, else, pu/^e^, impu/se, convulse 
 
 The languid pulse beats wearily. 
 
 59. LST. ; ruPst, HWst, lolPst, convulsed. 
 
 Thou hWst existence with Thyself alone. 
 
 60. LT ; melt, wilt, holt, guilt, shalt, fault. 
 
 Misery is ever wed to guiZ^. 
 
 61. LTS ; holts, melts, faults, tumu//5, sti/^5. 
 
 Repel the assauZ^s of discontent and doubt. 
 
 62. LTH ; wea///i, health, stealth, filth. 
 
 Temperance is the poor man's wealth. 
 
 63. LV ; twelve, valve, solve, revolve, involve. 
 
 Fix thy firm resolve, wisdom to seek. 
 
 64. LVZ ; valves, wolves, revolves, themselves 
 
 Slan resolves, and re-reso/^•es, yet dies the 
 same. 
 
 65. LZ ; boi/5, toi/5, rules, fools, ange/5, halts. 
 
 Fools will rush in where ange/5 fear to 
 tread. 
 
 66. MD ; named, seemed, doomed, illumed. 
 
 Let us keep the soul emhabncd in living 
 virtue.
 
 EXERCISES IN ARTICULATION. 1''' 
 
 67. MF ; nymph, lymph, trmmph. 
 
 These times to Europe's fate will set the 
 tv'mmph seal. 
 
 68. MFS ; wymphs, triumphs. 
 
 \Yhat are man's trhwiphs when they 
 brightest seem ? 
 
 69. MP ; [lomp, lamp, lump, swamp, tramp. 
 
 How poor earth's pomp with heaven com- 
 pared ! 
 
 70. MT ; prompt, contempt, stamped, ipumped. 
 
 Be ever ^prompt to answer duty's call. 
 
 71. MTS ; tempts, -prompts, attempts. 
 
 All attempts to do right are rewarded. 
 
 72. MZ ; gems, plu?«5, comes, tombs, names. 
 
 The place seems hallowed by the deeds of 
 other times. 
 
 73. ND ; end, land, hound, stunned, twined. 
 
 With heart a?icrha«c? I will by thee stanc?. 
 
 74. NDZ ; ends, la^ids, sounds, rmnds, honds. 
 
 The rivulet se7ids forth glad soi\7ids. 
 lb. NDST ; hend^st, sendht, ioundht, rmnd'^st. 
 In a sevenfold twine thou hencfst thy 
 arch. 
 
 76. NG * ; ^ong, ring, sang, ragmg, painti??^. 
 Those solemn tones are nnging in my ear. 
 
 * n has a ringing sound before g and k. 
 
 9 *
 
 18 INTERMEDIATE READEK. 
 
 77. NGD ; wvonged, winged, ihronged. 
 
 The snowy-w'uiged plover skims over the 
 deep. 
 
 78 NGZ ; songs, {angs, i-'mgs, blessings. 
 
 Peace scatters blessiw^s from her dewy 
 wings. 
 
 79. NGST ; fmght, wrongest, s'mg^st, amoiigst. 
 
 Thine is a strain to read amow^s^ the hills. 
 
 80. NGTH ; stvength, length. 
 
 Like a wounded snake it drags its slow 
 length along. 
 
 81. NGK*; vahk, drink, hank, think. 
 
 . Fruits were his food, his drink the crystal 
 well. 
 
 82. NGKS ; ratiks, drinks, lynx, pranks. 
 
 He stood on the hanks of the mighty 
 river, 
 
 83. NGKST ; raiik^ drink'st, think^st. 
 
 O, deeper than thou thi7ik'st, I have read 
 thy heart. 
 
 84. NGKT ; ranked, preciwc^, winked, linked. 
 
 God must be thti7iked, from whom all bless- 
 ings flow. 
 
 85. NDZH ; hinge, range, cringe, revenge. 
 
 But with a frown, Reve7if e, impatient, rose 
 
 * n has a ringing sound before g and k.
 
 EXERCISES IN ARTICULATION. 19 
 
 86. NDZHD ; changed, hinged, revenged. 
 
 The pine is fringed with a softer green. 
 
 87. NS ; sense, incense, defence, glance. 
 
 The fire-flies glaiice through the myrtle 
 boughs. 
 
 88. NST ; canst, against, own^st, incensed. 
 
 No more shall nation rise agaiyis^ nation. 
 
 89. NT ; tent, aunt, vant, mint, went, fwnt. 
 
 A twilight gloom pervades the distant hills. 
 
 90. NTS ; tents, awits, rants, events, wants. 
 
 Be wise as serpents and- harmless as doves. 
 
 91. NTSH ; bench, launch, flinc/i, avalaiiche. 
 
 Now, lau7ic/i the boat upon the wave. 
 
 92. NTH ; tenth, month, ninth, labyrinth. 
 
 A l^hyiinth of ruins, Babylon spreads over 
 the blasted plain. 
 
 93. NTHS ; tenths, months, ninths, hyacinths. 
 
 Days, months, and years glide swiftly by. 
 
 94. NTST ; wanfst, haun^'5^, ranfst. 
 
 Why hawifst thou the land where thy 
 kindred sleep ? 
 
 95. NZ ; lews, means, vanes, remains, wins. 
 
 Slow and steady always wins the race. 
 
 96. RB ; orb, garb, curb, absorb, verb, herb. 
 
 Curb, O, curb thy headlong speed.
 
 20 inTermkuiatk reader. 
 
 97. RBD ; orbed, curbed, absorbed, disturbed. 
 
 The lake is garbed in sunless majesty. 
 
 98. RBZ ; orbs, curbs, xerbs, distur65. 
 
 Not a breath disturbs the deep serene. 
 
 99. RD ; bird, cord, absurd?, reward/, word. 
 
 Giiar<^ well thy sail from passion's sudden 
 blasts. 
 
 100. P\.DZ ; bi;Y/5, hards, rewards, herds, cords. 
 
 Such silver cords to earth have bound me. 
 
 101. RF ; turf, wharf, scarf, dwarf, surf. 
 
 Green be the tur/" above thy grave. 
 
 102. RFS ; turfs, scarfs, dwarfs, serfs. 
 
 Dwarfs shall then to giants grow. 
 
 103. RDZH ; laro-e, verge, charge, enlarge. 
 
 La7'ge \vas his recompense, his soul sincere. 
 
 104. RDZHD ; urged, charged, diverged. 
 
 Not a soldier discha?'^ec? his farewell shot. 
 
 105. RK; ark, lark, embark, monaixh, work. 
 
 Rise with the lar^', and with the lark to 
 bed. 
 
 106. RKS ; marks, embarks, d\rks, luj'ks. 
 
 Celestial mercy lurks below that pure 
 serenity of brow, 
 
 107. RKST ; mark^st, work^st, embaryst. 
 
 Mark^st thou, my son, yon woodsman 
 gray ?
 
 EXERCISES IN ARTICULATION. 21 
 
 108. RKT; nrarked^lurked, embarked, corked. 
 
 For this he \vorked the livelong day. 
 
 109. RL ; pear/, gir/, snarl, whir/pool, curl. 
 
 There's not a breath tlie blue wave to 
 curl. m 
 
 110. RLD; world, curled, gncxrled, unfurled. 
 
 A gilded insect to the worM he seemed. 
 
 111. RLZ ; pear/5, cur/5, whir/5, snar/5, gir/5. 
 
 How glitter the pea?-Zs of the dewy night ! 
 
 112. RLST; cur/'s^, whir/'s/, fur/'5^, siiar/'s^. 
 
 There thou unfurrst thy joyous wings. . 
 
 113. RM ; arm, warm, charwi, storm, alan?L 
 
 Hast thou a charm, to stay the morning 
 star ? 
 
 114. RMD ; armed, harmed, a\armed,^tormed. 
 
 Armed, say you ? Krmed, my lord. 
 
 115. RMZ ; arms, worms, forms, charms. 
 
 The sudy stor?ns are softened into joy. 
 
 116. RN ; morn, urn, bonze, learning, scon?. 
 
 Morn on the waters — the joyous deep : 
 
 117. RISID; hurned, warned, discerned. 
 
 Proudly they spurwet/ the gilded yoke. 
 
 118. RNZ ; mor«5, uni5, caverw.5, scorw.s. 
 
 On the golden wave the sunset burjn 
 afar.
 
 22 INTERMEDIATE READER. 
 
 119. UP; harp, warp, uaurp, sharp, carp. 
 
 In Jiidah's hall the harp is hushed. 
 
 120. RPS; harp5, warps, usurps, carps. 
 
 They tune their harps to songs divine. 
 
 121. RPT ; \^rped, usurped, carped, harped. 
 
 War hath nsu.yed the peaceful land. 
 
 122. RS ; purse, scarce, horse, fierce, nurse. 
 
 A horse ! a horse .' my kingdom for a 
 horse f 
 
 123. RST ; firs^, wors^, hurst, cursed j pierced. 
 
 There came a hnrst of thunder sound. 
 
 124. RT ; ar^, port, heart, impart, report. 
 
 Act well your pari — there all the honor 
 lies. 
 
 125. RTS ; for^s, starts, flirts, cowts, aiis. 
 
 Things are not always done by starts. 
 
 126. RTH ; ear^^, north, worth, hearth, mirth. 
 
 Pay no moment, but in. purchase of its 
 worth. 
 
 127. RTSH ; march, porch, arch, search. 
 
 In searc/t of happiness we onward rush. 
 
 128. ffV ; nerve, curve, stari'e, deserve, swert^e. 
 
 • Strain every neri?e the goal to gain. 
 
 129. RVD ; served, starved, curved, preserved. 
 
 He never swerved from the path of duty
 
 EXERCISES IN ARTICULATION. 23 
 
 1 30. RVZ ; nerves, deserves, curves, starves. 
 
 No monumental stone preserves his name 
 
 131. RV^T ; curv''st, iiTeserv''st, starvht. 
 
 I thank thee for that word : thou newest 
 my arm. ^ 
 
 132. RZ ; bars, wars, iires, tears, snuffers. 
 
 The wide earth bears no nobler heart. 
 
 133. ED ; probed, ebbed, stabbed, robed. 
 
 The glow has ebbed from his hollow 
 cheek. 
 
 134. BZ ; we5s, tribes, shru6s, ro&es, ebbs. 
 
 Arrayed in ro6es the priesthood stand. 
 
 135. DZH ; edge, privileo-e, imao-e, wedge. 
 
 for a lodge in some vast wilderness ! 
 
 136. DZHD ; hedged, judged, ipresag^d. 
 
 Their winglets are hedged in the sun's 
 hot rays. 
 
 137. DST; didst, hadst, ami^s^, treaof's^. 
 
 1 stand in the mic?s^ of your merry ring. 
 
 138. DTH ; w'ulth, breadth, hundredth. 
 
 The width of the stream dismayed us. 
 
 139. DTHS ; breadths, widths, hundre«?^As, 
 
 Four hreadths of carpet will cover the 
 floor. 
 
 140. DZ ; buds, weeds, adze, abodes, shades. 
 
 These shac?es are the aboc?es of innocence.
 
 24 INTERMKDIATE HEADER. 
 
 141. FS ; whi^, fifes, \\fe''s, lau^/t6-, gne/5. 
 
 Grie/'s dark cloud may over us roll. 
 S42. FST ; scoff' st, \mff'st, \augh\sl 
 
 Ha ! laugh^st thou, Lochiel, my vision to 
 
 scorn ? 
 
 143. FT; oft, wa/?, hughed, draught, doffed. 
 
 Oft from apparent ill our blessings rise. 
 
 *144. FTS ; rafts, draughts, ^ifts, tuffs, Yfts. 
 
 Death lifts the veil that hides a brighter 
 sphere. 
 
 145. GD ; hegged, leagued, bragged, wagged. 
 
 The very elements are leagued with 
 death. 
 
 146. GZ ; lo^5, rogues, digs, T^lagues, hegs. 
 
 Let these young vogues be sent to bed. 
 
 147. GrBT ; hegg'st, digg'^st, lagg''st, dragg'st. 
 
 Thou beo-o-'s^ in vain ; no pity melts his 
 heart. 
 
 148. KS ; oaks, siicks, lakes, relics, si.r, axe. 
 
 Ye mouldering relics of departed years ! 
 
 149. KST ; nea;^, mixed, wak'st, s])eak'st. 
 
 Many a holy te.r^ around she strews. 
 
 150. KT ; sect, locked, baked, prosped, act. 
 
 Each season looktd delightful as it passed 
 
 151. KTS ; acts, respects, objects, directs. 
 
 Thy lucid ray direr/s my thoughts on 
 hi ah.
 
 EXERCISES IN ARTICULATION. 25 
 
 152. SK ; skill, .task, scan, scheme, casque. 
 
 His casque is circled by an ivy wreath. 
 
 153. SKS ; desks, mosques, risks, tasks, asks. 
 
 The scorpion basks in palace courts. 
 ] 54. SKT ; asked, v'lsked, basked', masJced. 
 He risked his life to save the child; 
 
 155. SP ; span, speed, wasp, lisp, gra.sp. 
 
 The stubble land was crisp with frost. 
 
 156. SPT ; lisped, grasped, clasped. 
 
 Pope lisped in numbers, for the numbers 
 came. 
 
 157. ST ; 5/and, stoj), hast, hest, noticed. 
 
 /S'fend ! the ground 's your own, my 
 braves. 
 
 158. STS ; lists, coasts, tastes, beasts, crests. 
 
 The sounding darts in iron tempests flew. 
 
 159. THD* ; brea^^e^, soothed, bathed. 
 
 His manly lip was wreathed with smiles. 
 
 1 60. THZ* ; baJhes, tithes, ])aths, writhes. 
 
 The paths of glory lead but to the grave. 
 
 .161. TSH ; charm, choose, rich, catch, touch 
 
 Youth is not rich in time ; it may be 
 poor. 
 
 162. TS ; ha^5, notes, s^ots, fluke's, wri^e5. 
 
 The fluke's soft no^es fall gently on the* 
 ear. 
 
 * See § 40.
 
 2G INTERMEDIATE READER. 
 
 1 63. VD ; waved, leproi;^^, \Qved, saved. 
 
 Hope, enchanted, waved her golden hair. 
 164.- VZ ; waves, Vives, groves, leaves, loves. 
 . The groves were God's first temples. 
 
 165. VST; mov^st, rav^st, lov^st, le^vov^st. 
 
 Weigh well thy words ere thou giv's/ 
 them breath. 
 
 166. ZD ; gazed, raised, prized, exposed. 
 
 Thus disguise^/, I traversed my native 
 hills. 
 
 167. BL ; 6/iiid, noble, 6/emish, bub6/e. 
 
 How blessings brighten as they take their 
 flight ! 
 
 168. BLD ; fabled, doubled, hobbled, garbled 
 
 'Tis but the fabled landscape of a lay. . 
 
 169. BLZ ; warbles, troubles, nobles, ipehbles. 
 
 The lark there warbles his heaven-tuned 
 
 lay. 
 
 170. DL ; handle, cradle, saddle, kindle. 
 
 It would not pay for cancZ/c-light. 
 
 171. DLD ; kindled, saddled, ladled, cradle( 
 
 His days are dwindled to the shorten 
 span, 
 
 172. DLZ ; hundles, ipaddles, ladles, candles 
 
 The Indian padc?/es his light canoe.
 
 EXERCISES IN ARTICULATION. 27 
 
 173. FL ; y2ame,j^ight, tri/2<?, baffle, scuifle 
 
 This world is all a Meeting shoAV. 
 
 174. FLD ; muffled, baffled, mffled, infled. 
 
 He shufjled along with slip-shod pace. 
 
 175. FLZ ; vifles, viiffles, baffles, shuffles. 
 
 Not to know some tribes is a praise. 
 
 176. GL ; glove, eagle, struggle, gloom. 
 
 From thicket to thicket the ano-Zer ^Mes. 
 
 177. GLD ; Jino-/e^, mangled, struggled. 
 
 We gazed on the s^pangled canopy. 
 
 178. GLZ ; eagles, juggles, spangles, shmgles. 
 
 There the wild foxes howl and the eagles 
 cry. 
 
 179. KL ; cling, wnnA;/e, c/iff, circle, chloride. 
 
 The sea-gems spar/cZe in the depths be- 
 low. 
 
 1 80. KLD ; sparA;/e^, chronicled, wrinkled. 
 
 Grim-visaged War hath smoothed his 
 wrinkled front. 
 
 181. KLZ ; sparkles, circles, uncles, twinkles. 
 
 It spaxkles like a gem of the starry sky. 
 
 182. PL ; plume, plan, purple, people, ripple. 
 
 The jjfoughman homeward ^Zods his 
 weary way. 
 
 183. PLD ; dimpled, dappled, trampled. 
 
 His dust lies irampled in the noiseless 
 ground.
 
 28 INTERMEDIATE READER. 
 
 1 84. P.LZ ; temples, nipples, dimples, rip/:>/e5. 
 
 Old Age has on his temples shed her silver 
 frost. 
 
 185. PLST ; trampPst, nppPst, scrupPst. 
 
 Thou trampl^st in scorn on the lowly 
 flower. 
 
 186. SL ; 5/ime, s/eep, muscle, whi.s^/e, 5/ope. 
 
 aS'Zow tolls the village clock the drowsy 
 hour. 
 
 187. SLZ ; hiistles, muscles, whistles. 
 
 The grass rustics drearily over his urn. 
 
 188. SLD ; whistled, nestled, rustled, wrestled. 
 
 He' whistled a tune as he strode the fields 
 along. 
 
 1 89. SM ; S7ni\e, smoke, smooth, small. 
 
 A fresher green the s??iiling leaves dis- 
 play. 
 
 190. SN ; snow, sneer, lessen, person, listen. 
 
 How soft the moonlight falls upon the 
 sjiow ! 
 
 19L SNZ ; glistens, hastens, lessens, listens. 
 
 How the eye of Beauty glisteris, when 
 music aAvakcs her inmost soul ! 
 
 192. SND ; les5e?ie^, glistened, hastened. 
 
 He liste7ied to the music of the spheres.
 
 EXERCISES IN ARTICULATION. 29 
 
 193. TL ; title, h^ttle, gentle, startle, little. 
 
 Round me the smoke and shouts of bat 
 tie roll. 
 
 194. TLD ; titled, startled, rattled, iprattled. 
 
 He prattled in accents void of guile. 
 
 195. TLZ ; mantles, kettles, battles, titles. 
 
 The warm blood man^Zes on his cheek. 
 
 196. VL ; evil, shovel, grovel, swivel. ' 
 
 Our hopes still grovel in this dark sojourn. 
 
 197. VLZ ; evils, shovels, shrivels, grovels. 
 
 So shriz;eZs the leaf in the autumn blast. 
 
 198. ZL ; ])uzzle, dazzle, niistletoe, hazel. 
 
 The mistletoe bough yet hangs in the 
 hall. 
 
 1 99. ZLD ; pdzzled, dazzled, drizzled. 
 
 My eyes are dazzled with rustling flame. 
 
 200. ZLZ ; ])[izzles, dazzles, driz2:/e5. 
 
 The lawyer sage still i^uzzles o'er a 
 doubt. 
 
 201. ZN ; prison, crimso7i, frozen, hrazen. 
 
 He sinks exhausted on the froze?! ground. 
 
 202. ZNZ ; -prisons, seasons, hiazons, Teason''s. 
 
 Once more the ice imprisojzs thy proud 
 ti(k. 
 3*
 
 30 INTEHMEDIATR IlEADEIl, 
 
 203. BR ; bnive, bride, emfcroil, breathe. 
 
 Ocean's broad 67-east was covered with 
 his fleet. 
 
 204. DR ; drive, dress, dre'dmer, kindred. 
 
 True wit is nature, to advantage (Zressed. 
 
 205. FR ; frame, aj^aid, re/resh,j^enzy. 
 
 Labor is but re/;'eshment from repose. 
 
 206. GR ; ^rind, grace, engrave, groves. 
 
 The proves of Eden yet look ^reen in 
 song. • 
 
 207. KR ; ^raken, crime, across, crown. 
 
 Uneasy lies the head that wears a crown. 
 
 208. PR ; prompt, j?raise, reproof, imprint. 
 
 Those best can bear rejoroof who merit 
 jpraise. 
 
 209. THR ; thrice, enthrone, three, thraldom. 
 
 He is thrice armed that hath his quarrel 
 just. 
 
 210 SHR ; 5/irine, shruh, shriek, shrouds. 
 
 How Freedom shrieked when Kosciusko 
 fell. 
 
 21 1 SKR ; scream, scrawl, scrape, scroll. 
 
 The sea-bird's wild scream is heard afar. 
 
 212 SPR ; spring, spray, spread, sprightly. 
 
 In *S^nng's footsteps sp^-ang herbage and 
 flowers. •
 
 EXERCISES IN ARTICULATION. 31 
 
 213. STR; stride, mmstrel, stretch, stream. 
 
 They have s^rown the dust on the sunny 
 brow. 
 
 214. SF ; sphere, spheroid, sphevicdl, sphinx. 
 
 To whom should we assign the sja/iinx's 
 fame ? 
 
 215. TR ; tribe, treble, entreat, /roop, traitor. 
 
 True as the steel of their tried blades. 
 
 [Pupils should be required to utter the preceding com- 
 binations distinctly, and with force and clearness. By a 
 daily gymnastic exercise of the voice in this manner, 
 purity of enunciation can be attained by all. This is so 
 essential to good reading and speaking, that there can be 
 no excuse for the neglect of it. Let the class enunciate 
 one page of the preceding exercises every day before the 
 usual course of reading.] 
 
 EXERCISES ON DIFFICULT COMBINATIONS 
 OF WORDS. 
 
 216. Great care must be used to avoid run- 
 ning words together, so as to blend the closing 
 sound of one word with the initial sound of 
 the succeeding word. This is often the case 
 when the two sounds arc similar. Sometimes 
 the closing element is wholly or partly trans- 
 ferred to the succeeding word. This error may
 
 32 INTERMKBIATE READER. 
 
 be remedied by making a slight pause, to com- 
 plete the closing element, before the organs are 
 placed in position for uttering the initial sound 
 of the next word. Thus we should stop to 
 complete the d in 
 
 Sad angler, 
 that it may not appear to belong to the word 
 angler, as if written 
 
 Sad dangler. 
 Same arrow. Say marrow. 
 
 The same arrow. The same marrow. 
 
 He can gain either. He can gain neither. 
 
 Goodness enters in the Goodness centres in the 
 heart. heart. 
 
 217. Between two words, the fii'st of which 
 ends, and the second begins, with the same 
 sound, there must be a slight stop, otherwise 
 the element cannot be twice uttered ; as. 
 
 Mad dog, Wild deef, Brief fatality, 
 
 Big goose, Black cat, Thick cane, 
 
 Call loudly, The same man. When near. 
 
 Ripe peaches, Poor rover. This seer. 
 
 218. When the closins element is a vowel 
 sound, and the next word begins with a conso 
 nant, there is less difficulty. 
 
 He could pay nobody, 
 can easily be uttered so as not to be mistaken 
 
 He could pain nobody.
 
 EXERCISES IN ARTICULATION. 33 
 
 It requires more care to utter 
 
 He could pain nobody, 
 so that it may not be mistaken for 
 
 He could pay nobody. 
 
 His cry moved me. 
 His crime moved me. 
 
 He will pray to any body. 
 He will prate to any body. 
 
 The row proved long. 
 The rope proved long. 
 
 The tea refused to flow. 
 The tear refused to flow. 
 
 One morn I missed him on the accustomed hill. 
 Avoid mist tim. 
 
 There was a tear in her eye. 
 Avoid, tear rinncr rye. 
 
 Whence and what art thou ? 
 Avoid lolien sand. 
 
 Beyond his limits straj'^ed. 
 Avoid limit strayed. 
 Complete the ts before you begin st. 
 
 He went to Boston. 
 Complete t in icent before you sound the t in to 
 
 I could not understand him. . 
 Avoid undcrstan dim. 
 
 I do not think he will want you. 
 Avoid wan tshu.
 
 34 INTEHMEDIATE KKAUEU 
 
 These faw instances will suffice to direct the 
 attention of the teacher to this subject. Care 
 must be taken to point out similar errors wiien- 
 ever they occur. It would be inconsistent with 
 the design of this book to enlarge upon this 
 topic, or to multiply examples. 
 
 INFLECTIONS OR SLIDES. 
 
 219. There are two inflections of the voice , 
 one is called the rising, the other the falling, 
 inflection. 
 
 220. The rising inflection shows that the 
 sense or meaning of the sentence is suspended ; 
 
 as, 
 
 The sea-bird's Avild scream' — 
 
 221. The falling inflection shows that the 
 sense is completed ; as, 
 
 The sea-bird's wild scream is heard afarV 
 
 222. In deliberately counting six, the fu'st 
 five numbers would be uttered with the rising, 
 and the last with the falling, inflection ; as, 
 
 One', two', three', four', five', six\ 
 ' 223. The numbers one, two, three, four, have 
 the rising inflection because they denote contin- 
 uation ; but it is only the slight elevation of the
 
 EXERCISES IN ARTICULATION. 35 
 
 voice, implying suspension. The number jive 
 receives a ereater elevation of the voice, not 
 only to show continuation, but also that the 
 next number, six, completes the counting. Six 
 receives the falling inflection, because it shows 
 that the numbers to be counted are completed. 
 224. Take the vowels in the same manner : 
 
 a/, e', \' , o^, u\ 
 Aim', feel', time', note', tuneV 
 Grandeur', strength', and power' are here com- 
 binedV 
 
 a', eV 
 
 a', e', i\ 
 
 a', e', i', o\ 
 
 a', e', i', o', ii'. 
 
 Exercises on Infiections. 
 
 Did you go home'? I did\ 
 Did you see John'? I did not\ 
 Did you say A^lliam', or WilliamV^ 
 Did you say seven', or seven^? 
 I did not say nine', but nineV 
 They, did not see two', but threeV 
 I said nine\ not ten'. 
 He saw three\ not two'. 
 Blessed' are the poor in spiritV 
 Blessed' are the meek\
 
 36 INTERMEDIATE READER. 
 
 And now abideth faith/, hope', charity^; the 
 three\ but the greatest'of these' is charity V 
 Hope/, the charmer, lingered still behindV 
 I am lost in wonder', love', and praise\ 
 Infancy' rises up to childhood^; childhood' to 
 youth\* youth' passes to manhood^- manhood', to 
 old agc^; and old' age', to the graveV 
 How will he be able to find me^? 
 Will John ever find his book'? 
 
 225. Questions beginning with a verb re- 
 qune the rising inflection, if they can be an- 
 swered by yes or no ; the answers take the 
 falling inflection. 
 
 Did he say all'? YesV 
 
 Has he spoken wisely'? NoV 
 
 Did you walk alone'? Yes\ ^ 
 
 Are you sure' of it? No\ 
 
 Can you understand' me ? No^ . 
 
 Did he speak accurately' ?. 
 
 He spoke accurately \ 
 
 Is it lawful to do good'? 
 
 It is lawful to do goodV 
 
 Are you sure' ff it ? 
 
 I am sm-e^ of it. 
 
 226. Questions made by iniermgative pro- 
 nouns or adverbs, take the rising inflection on 
 the interrogative word, but end with the falling 
 inflection. Such questions do not admit yes or 
 no for an answer.
 
 EXERCISES IN ARTICULATION. 37 
 
 Why' do you treat me so unkindly^? 
 Where' is the lesson to-day ^? 
 Who' rang the bell^? 
 Who' hath beUeved our report^? 
 When' do you expect your brother^? 
 Whose' horse did you ride^? 
 Wherefore' are you sad to-day^? 
 How' can I get at the truth V 
 What' have you done with the bookV 
 
 227. In a sentence consisting of two clauses, 
 one of which is dependent, the first clause 
 generally ends with the rising, the last with 
 the falling, inflection. 
 
 If he was not sustained by hope', no man could * 
 endure life\ 
 
 I believe him implicitly', because he never yet 
 deceived^ me. 
 
 Because he never yet deceived' me, I believe 
 him implicitly \ 
 
 Man is so constituted', that labor is its own re- 
 ward' . 
 
 228. The subject of a Sentence generally re- 
 quires a slight rising slide, with a short pause 
 after the elevation. 
 
 Virtue^ is its own reward. 
 
 While hope' remains, there can be no positive 
 misery V 
 
 A man of sense' will avoid such folly\ 
 . . 4
 
 38 INTKKMEDIATK HEADER. 
 
 The pleasures of the world to come^ are eter- 
 nal V 
 
 The king of France' fell as the fool falleth. 
 
 The boy's lesson', however it may be recited, 
 was studied faithfully V 
 
 EMPHASIS. 
 
 229. Some words require to be uttered in a 
 different manner from the other words in a sen- 
 tence, to make the sense more plain to the 
 hearer, to show some peculiarity of meaning in 
 the author, and to give life and spirit to what 
 is written. * 
 
 230. This peculiarity is made known to the 
 hearer by uttering such words abruptly, in a 
 different tone, with varied stress, with a pro- 
 longed sound, or with a strong rising or falling 
 inflection. This is called emphasis. 
 
 231. The importance of placing emphasis 
 upon the right word, to convey the sense and 
 spirit of the author, may be seen in the familiar 
 example, 
 
 Do you ride to town to-day? 
 
 232. If a man had just remarked, that he 
 should ride to town to-day, one who had heard
 
 EXERCISES IN ARTICULATION. 39 
 
 imperfectly, or who was surprised at the unex- 
 pected intelhgence, would ask, 
 
 Do you ? or, Do you ride to town to-day ? 
 
 Ansioer. I really do, or shall. 
 
 233. If it was uncertain whether he would 
 go, or someone in his place, the question asked 
 would be, 
 
 Do you ride to town to-day ? 
 
 A7iswer. No\- my brother will go instead of me. 
 
 234. If it was certain the person would go, 
 but the questioner did not understand whether 
 he would ride or ivcdk, the question asked 
 would be. 
 
 Do you 7'ide to town to-day ? 
 Ansiver. • Yes , if I can obtain a horse. 
 
 235. If the fact, that the person would ride 
 somewhere to-day, was clear, the ptlace would 
 be the subject of inquiry, and this question 
 would be asked — 
 
 Do you ride to town to-day ? 
 Answer. YesV Can I bear any message, or do 
 any errand, for you there ? 
 
 236. If it was fully understood that the per- 
 ^son was to ride to town, but the time was not 
 distinctly heard, the question would be. 
 
 Do you ride to town to-day 7 
 
 Answer. No\ I cannot go till to-morrow
 
 40 INTERMEDIATE UEADER. 
 
 Exercises on Emphasis, 
 
 When people are determined to quarrel, a straw 
 will furnish the occasion. 
 
 In this exercise, emphasis^ is the subject which 
 demands our attention. 
 
 A man of vivid imagination can Aiverse with 
 a. picture^, and find an agreeable companion in a 
 statue^. 
 
 He who but wishes^ to invert the laws 
 Of order, sins against the Eternal Cause. 
 The temperate man's pleasures are durable, be- 
 cause they are regular ; and all his life is calm and 
 serene, because it is innocent. * 
 
 There is a mean in all^ things. Even virtue it- 
 self has its stated limits, which not being strictly 
 observed, it ceases^ to be a virtue. 
 
 All that is worth a wish, a thought. 
 Fair virtue gives unbribed, mibought. 
 Cease, then, on trash^ thy hopes to bind ; 
 Let nobler^ views engage thy mind. 
 To purchase heaven has gold^ the power * 
 Can gold remove the tnorial' horn* ? 
 Li life can love^ be bought with gold ? 
 Are friendship'' s' pleasures to be sold .-' 
 Think you a little' din can daunt my ears r 
 Have I not in my time heard lionsf roar ? , 
 It is ungenerous^ to give a man occasion to blush 
 at his own ignorance in one thing, who may, per- 
 haps, excel us in many' .
 
 EXERCISES IN ARTICULATION. 41 
 
 Be thou the first true merit to befriend ; 
 
 His praise is lost^ who stays till all^ commend. 
 
 237. The Parenthesis should be read m a 
 lower tone, and more rapidly, to distinguish it 
 from the including sentence. All the paren- 
 thetical woras should be uttq^'ed in nearly the 
 same tone, with a slight rise of the voice on the 
 last word, to show when the parenthesis is con- 
 cluded. The voice should then be raised to its 
 former pitch. 
 
 Pride\ in some disguise or other', (often a secret 
 to the proud man himself',) is the most ordinary 
 spring of action among menV 
 
 Know, then, this truth, (enough for man to 
 know^ ) 
 
 Virtue alone is happiness below. 
 
 The man who does not know how to methodize 
 his thoughts, has always (to borrow a phrase from 
 the dispensary') a barren superfluity of words. 
 
 His adherents, however, (for every great man has 
 his adherents',) perfectly understood him. 
 
 "And this," said he, (putting the remains of a 
 crust into his wallet,) " this should have been thy 
 portion, hadst thou been alive to have shared it 
 with me." 
 
 4*
 
 ( 42 ) 
 
 TO TEACHERS 
 
 A NUMBER of words is selected from each reading 
 lesson, and placed at the head of it, that the class may 
 be simultaneously exercised in uttering them distinctly. 
 
 They are words containing some element, or combina- 
 tion of elements, very liable to be imperfectly enunciated, 
 if not grossly mispronounced. Reference is made, in 
 each instance, by number, to the Introductory Exercises, 
 where the particular element, or combination of elements, 
 is more fully illustrated. By careful attention to these 
 words before the regular reading exercise, much time 
 will be saved, which would otherwise have to be spent in 
 correcting individual errors during the lesson. 
 
 Let the teacher first utter the icord, and then the ele- 
 ment or combination of elements ; and, after the teacher, 
 let the pupils utter the same several times, till it can be 
 done clearly and distinctly. But this should not be allow- 
 ed to supersede the daily drilling on the Introductory 
 Exercises. This mechanical part of reading — this de- 
 veloping and training the vocal organs — is so essential to 
 the young pupil's success as a reader or speaker, that no 
 teacher can be pardoned for disregarding it.
 
 THE 
 
 INTERMEDIATE READER 
 
 
 
 LESSON I. 
 
 
 
 Works . . 
 
 . 7-ks 
 
 . 106. 
 
 Handful . . 
 
 . nd . 
 
 73. 
 
 Whether . 
 
 . er . 
 
 . 9. 
 
 Mountain 
 
 . tin. 
 
 11. 
 
 Willow . . 
 
 . 6 . . 
 
 . 12. 
 
 Bends. . . . 
 
 . ndz. 
 
 74. 
 
 Storm . . . 
 
 . rm . 
 
 . 113. 
 
 Meadows . 
 
 . 6z. . 
 
 . 12. 
 
 Beneath. . 
 
 . th. . 
 
 .40. 
 
 Amongst . 
 
 . 7lgSt 
 
 79. 
 
 Thorns . . 
 
 . rnz. 
 
 . 118. 
 
 Fields 
 
 .Idz . 
 
 47. 
 
 Crimson . 
 
 . zn. . 
 
 .201. 
 
 Warmth. . 
 
 . rmth 
 
 113 
 
 Wonders. 
 
 . erz . 
 
 . 132. 
 
 Lesson . . . 
 
 . sn. . . 
 
 190 
 
 The Works of God. 
 
 Come, let us walk abroad ; let us talk of the 
 works of God. 
 
 Take up a handful of sand ; number the 
 grains of it ; tell them one by one into thy 
 lap. Try whether thou canst count the blades 
 of grass in the field, or the leaves on the trees. 
 We cannot count them ; they are innumerable ; 
 much more the things which God has made. 
 
 The fir growetlT on the high mountain, and the 
 gray willow bends ovgr the stream. The hop
 
 44 INTERMEDIATE READER. 
 
 lajeth hold with her tendrils, and claspeth the 
 tall pole. The oak hath firm root in the 
 ground, and resisteth the winter storm. 
 
 The iris and the reed spring up in the 
 marsh. The rich grass covereth the meadows. 
 The water lilies grow beneath the stream ; 
 their broad leaves float on the water. The 
 wall-flower takes root in the hard stone, and 
 spreads its fragrance amongst the broken ruins. 
 
 Every leaf is of a different form ; every 
 plant^ hath a separate inhabitant. 
 
 Look at the thorns that are white with blos- 
 soms, and the flowers that cover the fields, and 
 the plants that are trodden in the green path. 
 The hand of man hath not planted them ; the 
 sower hath not scattered the seeds from his 
 hands, nor the gardener digged a place for 
 them with his spade. 
 
 Some grow on steep rocks, where no man 
 can climb; .in shaking bogs, and deep forests, 
 and desert islands ; they spring up every where, 
 and cover the bosom of the whole earth. 
 
 Who^ causeth them to grow every where, and 
 bloweth the seeds about in winds, and mixeth 
 them with the mould, and watereth them with 
 soft rains, and cherisheth them with dews^ ? 
 How^ doth the rose draw its Crimson from the 
 dark-brown earth, or the lilv its shining white^ ?
 
 INTERMEDIATE READER. 45 
 
 How' cau a small seed contain a plant\ ? 
 How' doth every plant know its season when 
 to put forth ^ ? 
 
 Every plant produceth its like. 
 
 Who' preserveth them alive through the 
 winter, when the snow is on the ground, and 
 the sharp frost bites on the plain^ ? 
 
 Who' soweth a small seed, and a little 
 warmth in the bosom of the earth, and caus- 
 eth them to spring up afresh, and sap to rise 
 through the hard fibres^ ? 
 
 The trees are withered, naked, and bare ; 
 they are like dry bones. # Who' breatheth on 
 them with the breath of spring, and they are 
 covered with verdure, and the green leaves 
 sprout from the dead wood^ ? 
 
 Lo, these are a part of his works, and a 
 little portion of his wonders. 
 
 There is little need that I should tell you of 
 God, for every thing speaks of him. Every 
 field is like an open book ; every painted flower 
 hath a lesson written on its leaves. 
 
 Every murmuring brook hath a tongue ; a 
 voice is in every whispering wind. They all 
 speak of him who made them ; they all tell us 
 he is very good. 
 
 We cannot see God, for he is invisible ; but 
 we can see his works, and worship his footsteps
 
 46 INTERMEDIATE READER. 
 
 in the green sod. They that know the most 
 will praise God the best ; but which'' of us can 
 number half his works^ ? * 
 
 LESSON II. 
 
 Mother. . . . 
 
 . er. . . . 
 
 .9. 
 
 Hides. . . 
 
 .dz... 
 
 .140 
 
 Must, still . 
 
 . St. st . 
 
 .217. 
 
 Words . . 
 
 . rdz . . 
 
 .100. 
 
 Perceive. . . 
 
 .per . . 
 
 .9. 
 
 Glanced . 
 
 . nst . . 
 
 .88. 
 
 Storm 
 
 . rm . . . 
 
 . 113. 
 
 Withers . 
 
 . erz . . 
 
 . 132 
 
 Before .... 
 
 . be. . . . 
 
 . 7. 
 
 Strength. 
 
 . ngth . 
 
 .80. 
 
 A Forbearing Spirit. 
 
 " Mother," said Alice Sinclair, one day, 
 " I will play no more with Marian Grey. 
 She hides my bonnet, and hides my books, 
 And, if I complain, gives me scornful looks , 
 And, if I am gentle as I can be. 
 It is just as bad, for she laughs at me " 
 
 "Alice, Alice," said Mrs. Sinclan, 
 
 *' You must suffer still, and must still forbear , 
 
 Note. In the first line, the words " said Alice Sinclair, one 
 day," should be uttered more rapidly and in a lower tone ; so in 
 the first line of the second verse. All similar instances should 
 be read like a parenthesis. See Ex. 236. 
 
 * E.X. 226.
 
 INTERMEDIATE READER. 47 
 
 Before you kneel with a prayer to Heaven, * 
 Marian Grey must be first forgiven ; 
 A frowning angel will stand in your path, 
 If you let the sun go down on your wrath." 
 
 At these words, the heart of Alice rebelled, 
 And the sinful pride in her bosom swelled. 
 " I am sure," said she, " I cannot perceive 
 Why you should wish her to tease and to grieve, 
 And to treat me as bad as bad can be, 
 If you had the least spark of love for me." 
 
 There were tears in the mother's gentle eyes, 
 As she glanced for a moment up to the skies : 
 " Should the yearning love of my heart gain 
 
 sway, 
 There would be no cloud on your happy way ; 
 But 'tis best you should meet the storm," she 
 
 said, 
 " Though it bend to the earth your fair, young 
 
 head. 
 
 " Sorrow and evil may beat like the rain 
 
 On the tender growth of the blossoming grain ; 
 
 But mow the bloom, and it withers and dies, 
 
 And no harvest ripens for paradise ; 
 
 To whiten the fields you should reap above, 
 
 I conquer a coward and selfish love."
 
 48 
 
 INTERMEDIATE UEADEU. 
 
 Tliat night, before Alice retired to rest 
 
 She laid down her head on her mother's breast, 
 
 And said she forgave, as she'd be forgiven 
 
 Bj the mother here and the Father in heaven , 
 
 And tj^en she knelt down, and, with tears, did 
 
 pray 
 For strength to forbear with Marian Grey. 
 
 LESSON III 
 
 Forth . 
 Fields . 
 Listen . 
 
 rth 
 Idz 
 
 sn . 
 
 Tufts fts. . . 
 
 Warmth . . rmth . 
 Goodness . ness . 
 
 126. 
 
 47. 
 
 190. 
 
 144. 
 
 113. 
 
 8. 
 
 Warbling . . r 32. 
 
 Sport rt 124. 
 
 Ourselves . Iv^. . . . 64. 
 Yellow. . . . ijel-lo . . 12. 
 
 Every ev-cr-y . 9. 
 
 Better . . . . ter .... 9. 
 
 The Sj)ring. 
 
 Come, let us go forth into the fields ; let us 
 see how the flowers spring ; let us listen to the 
 warbhng of the birds, and sport ourselves upon 
 the new grass. • 
 
 The winter is over and gone ; the buds come 
 out upon the trees, the pink blossom of the 
 peach is seen, and the green leaves appear. 
 
 The hedges are bordered with tufts of prim- 
 roses, and yellow cowslips that hang down their
 
 INTERMEDIATE READER. 49 
 
 heads, and the blue violet lies hid beneath the 
 shade. 
 
 The young goslings are running upon the 
 green ; their bodies are covered with yellow 
 dovi^n. The geese hiss when any one •comes 
 near. ' 
 
 The lambs totter by the side of their moth- 
 ers, and can hardly support their own weight. 
 If you fall, little lambs, you will not be hurt, 
 for there is spread under you a carpet of soft 
 grass. 
 
 The butterflies flutter from bush to bush, and 
 open their wings to the warm sun. 
 
 The young animals of every kind are sport- 
 ing about ; they feel happy ; they are glad to 
 be alive ; they thank God, who has made them 
 alive. 
 
 They thank him in their hearts, but we can 
 thank him with our tongues. We are wiser 
 than they, and can praise him better. 
 
 The birds can warble, and the young lambs 
 can bleat ; but we can open our lips in his 
 praise , we can speak of all his goodness ; 
 therefore we will thank him for ourselves, and 
 we will thank him for those that cannot speak. 
 
 Trees chat blossom, and lambs that skip 
 about, if you could, you would say, " The Lord 
 5
 
 50 
 
 INTERMEDIATE READER. 
 
 is good ; " but, as you are dumb, we will say 
 it for you. 
 
 On every hill, and in every green field, we 
 will offer the sacrifice of thanksgiving and the 
 incens^ of praise, for you and for ourselves 
 
 LESSON IV. 
 
 Spend. . . 
 
 .nd . . . 
 
 .73. 
 
 Summer. . 
 
 . er . . 
 
 .9. 
 
 Fragrant. 
 
 . ant. . . 
 
 .89. 
 
 Replied . . 
 
 .re . . 
 
 .7. 
 
 Leisure. . 
 
 . lezh . . 
 
 .7,43. 
 
 Fleeting. . 
 
 . ing . 
 
 .76 
 
 Burned. . 
 
 . rnd. . . 
 
 .117. 
 
 Wild . . . . 
 
 .Id.. 
 
 .46. 
 
 Patient. . 
 
 . sitent . 
 
 .89. 
 
 Roamed. . 
 
 . md . 
 
 .66. 
 
 Cheered . . rd 99. 
 
 Beneath. . . th . . . 40. 
 
 TTie Bee and the Buiterflij. 
 
 " Come, busy Bee," said Butterfly, 
 " And spend a playful hour ; 
 
 For cloudless is the summer sky, 
 And fragrant every flower." 
 
 But, bent on industry, the bee 
 Replied, with serious brow, 
 
 " I cannot leave my task, you see ; 
 I'm not at leisure now. 
 
 » Ex. 236.
 
 INTERMEDIATE READER. 61 
 
 " I think you'd better toil awhile, 
 
 To hy up food in store ; 
 For summer has a fleeting smile, 
 
 4nd winter 's at the door." 
 
 " No, no," he said ; * " while skies are fair, 
 
 I choose to gad and play, 
 And not distress myself with care 
 
 About a future day. 
 
 " And so, wise neighbor Bee, good-by." 
 
 . But she, with thoughtful grace, 
 Scarce turned her head to see him fly 
 His^ wild and giddy race. 
 
 From flower to flower, from tree to tree. 
 
 She patient roamed along. 
 And cheered her faithful industry 
 
 With her own pleasant song. 
 
 But once, as from her hive she sped, 
 
 Beneath a frosty sky. 
 She saw, all desolate and dead. 
 
 The idle butterfly. 
 
 * Ex.236.
 
 52 
 
 INTERMEDIATE READER. 
 
 LESSON V 
 
 Marked . . . rht. . . 108. 
 Children . . drm . 204, 8. 
 
 Minds ndz . . 74. 
 
 Tempered . erd . . 9, 99. 
 
 Fruit M .... 20. 
 
 Apples. . . .plz. . . 184. 
 Test to. . . St, to .217. 
 Receiving, ing. . . 76. 
 
 Others erz. ... 132 
 
 Towards to' erdz. 100 
 
 Themselves . Ivz. . . .64. 
 
 Winter er . , . . 9. 
 
 Large rdzh . . 103 
 
 Nothing . . . .0 16. 
 
 World erld.. .110 
 
 Something . . ing . . .76. 
 
 The Specked Apple. 
 
 Mr. Arden had two daughters, Jane and 
 Martha, one twelve years old, and the other 
 thirteen, at the time the incident we ^re about 
 to relate occurred. A little girl named Mary, 
 about the age of Martha, also made one of the 
 family of Mr. Arden. She was the orphan 
 child of a friend, and had been received by Mr. 
 Arden, while quite young, and treated with all 
 the kindness that marked his deportment 
 towards his own children. 
 
 Mr. Arden was a man who understood very 
 well, that all the unhappiness existing in the 
 world had its origin in selfishness, and that the 
 true way to attain happiness, was to seek the 
 good of others. He often explained this to his 
 children, and taught them that, in preferring 
 one another in little as well as great things.
 
 INTERMEDIATE READER. 
 
 they would experience more real delight than 
 in selfishly looking to their own gratification. 
 But this he found a very difficult lesson for 
 young minds to learn. 
 
 Especially hard did it seem for Jane and 
 Martha, to prefer Mary in any thing to them- 
 selves. They loved her, because she was a 
 gentle, sweet-tempered girl, and therefore they 
 could not help loving her. But they loved 
 themselves better. 
 
 One day, late in the winter, at a time when 
 fruit was scarce, Mr. Arden, on coming home 
 from his office, brought with him three large, 
 mellow pippins. They were intended for Jane, 
 Martha, and Mary. While at tea, Mr. Arden 
 mentioned the fact that he had three large 
 apples in his coat pocket for the girls. 
 
 " O, give me mine I " said Jane eagerly.* 
 
 " Give me mine, papa," said Martha. 
 
 But Mary said nothing, although she looked 
 pleased. . . 
 
 "After tea you shall have them," replied Mr. 
 Arden. "But let me tell you that there is 
 something about these three apples that will 
 test, to some extent, your characters." 
 
 " How can that be, papa ? " asked Jane. 
 
 * Read all such expressions like the parenthesis. See Ex 236. 
 
 5*
 
 54 INTEKMEI>IATE READER. 
 
 " We shall see," replied Mr. Arden, smiling. 
 
 "No doubt they will test our love of apples," 
 said Martha, who was a merry little girl. 
 
 "Not the least doubt of that in the world," 
 said her father. " But take care, Martha, that 
 in receiving your apple, you do not lose your 
 appetite for eating it." 
 
 " I shall if it is very sour, or has a poor 
 flavor." 
 
 "That you will not find to be the case. 
 They are as fine apples as I have seen for a 
 long time." 
 
 " What a mystery papa makes about these 
 apples ! " said Jane. " I am really impatient to 
 see them." 
 
 " You shall both see and taste them, dear, 
 after tea. But don't forget that there is some- 
 thing about these apples that is going to try 
 your characters." 
 
 After. they had risen from the tea-table, and 
 the tea things had been cleared away, Mr. 
 Arden brought out his three apples, and laid 
 them upon a plate. They were indeed tempt- 
 ing to look upon. They were nearly equal in 
 size, but one was less beautiful in shape than 
 the others, and had become " specked," or 
 slightly decayed on one side of the stem. 
 This defect, though small, was quite apparent.
 
 INTERMEDIATE READER. 
 
 55 
 
 LESSON Yl 
 
 Asked . . . 
 
 . skt . . 
 
 . 154. 
 
 Warm . . . 
 
 . r7n . . 
 
 . 113. 
 
 Moment. . 
 
 . ent . . 
 
 .8. 
 
 Richest . . 
 
 . e . . . 
 
 . 8, 157 
 
 Belonged. 
 
 . ngd. 
 
 . 77. 
 
 Tried. . . . 
 
 .tr..-. 
 
 .215. 
 
 Better ter 9. 
 
 Her heart. . her hart . . 216. 
 
 Specked . .kt 150 
 
 Remarks . . rlcs ...... 106 
 
 Worst rst 123. 
 
 Lesson. . . . sn 190. 
 
 The Specked Apple continued. 
 
 " These apples are very beautiful," said the 
 mother, taking the plate in her hand and exam- 
 ining the fruit. I think father has neglected 
 me." 
 
 " O, you shall have half of mine," said 
 Mary quickly. 
 
 "And papa shall have half of mine," said 
 Martha. 
 
 " And to whom,' then, shall I give half of 
 mine ? " asked Jane. " O, I know ; I will 
 divide the half between papa and mamma." 
 
 " By which means we shall get the largest 
 share," said Mr. Arden. " So, mother, we 
 shall not only fare as well, but better, than the 
 rest." 
 
 " And that will be all fair, for you ought to 
 have the largest portion always," spoke up 
 Mary, while her eyes expressed the warm
 
 50 INTERMEDIATE READER. 
 
 affection -that was in her heart for her kind 
 benefactors, who^had been to her all that hei 
 own father and mother could possibly have 
 been. 
 
 "Now, Jane," said Mr. Arden, reaching 
 towards her the plate which contained the fruit, 
 " take your apple, dear." Jane, without paus- 
 ing a moment, took an apple. from the plate. 
 
 " Here, Martha ; " and Mr. Arden presented 
 the plate to his youngest daughter, who took, 
 with a smiling lip and sparkling eye, the large 
 golden apple that her kind father had brought 
 her. 
 
 " They liave left the specked apple for you, 
 Mary," said Mr. Arden, in a slightly disap- 
 pointed tone. " But never mind, dear ; the 
 ripest and richest fruit is the first to decay. I 
 have no doubt that the superior flavor of your 
 apple will more than make up for its slight 
 defect." 
 
 The two sisters, who perceived, in a mo- 
 ment, from tlieir father's remarks, and the tone 
 in which he spoke, that they had acted selfishly 
 in choosing the best apple for themselves, and 
 that he had noticed it, immediately oflered to 
 change with Mary ; but she said, with a pleas- 
 ant smile, — 
 
 " O, no, no ; I am perfectly satisfied ; I should
 
 INTERMEDIATE READER. 57 
 
 have taken this one if I had«.been offered the 
 first choice." 
 
 As she said thi^, she took a knife from the 
 table, remarking, as she did so, that half of it 
 belonged to Mrs. Arden. While she yet spoke, 
 she pressed the knife into the apple ; but some- 
 thing hard, towards the centre, prevented the 
 blade from going through. A slight pressure 
 broke the apple into halves, and revealed, 
 brightly glistening in the centre, a large and 
 elegant diamond ring ! 
 
 " Why, papa ! " exclaimed Jane, who under- 
 stood, in an instant, what this meaijt. 
 
 "Jane, we are justly punished for our selfish- 
 ness in taking the best apples, and leaving 
 Mary the worst," said Martha, the tears start- 
 ing to her eyes even v/hile she made this 
 acknowledgment. " These apples, as father 
 said, have indeed tried our characters. But let 
 me look at your beautiful ring, Mary." 
 
 Martha took the ring, and, while examining 
 it, perceived that there was an inscription on 
 the inside. She read it aloud — " To the least 
 selfish. "^^ 
 
 " It is yours by right, Mary," said Jane, with 
 a generous acknowledgment of what was daily 
 seen by all to be true ; " for you are the least 
 selfish here."
 
 58 
 
 INTERMEDIATE READER. 
 
 Mary said nottftng ; but her eyes were full 
 of tears. 
 
 " My children," said Mr. Arden, " this is a 
 little matter, but it has shown you something of 
 yourselves.' I am rejoiced to find that Jane 
 and Martha bear their disappointment in such 
 a generous spirit ; for it tells me that the lesson 
 has done them good." 
 
 LESSON VII, 
 
 Other. . . . er 9. 
 
 Told.... /J 46. 
 
 Strong. . . str 213. 
 
 Earth erth . . .J26. 
 
 Heart. .... hart . . . 124. 
 
 Mother's. . erz 132. 
 
 Binds ndz. . . . 74. 
 
 Home . . . . d 12 
 
 My Happy Home. 
 
 How much 1 love my happy home ! 
 
 My father and my mother. 
 My little sister, and myself. 
 
 All dearly love each other. 
 
 Though young, I try with all my heart 
 
 To do as I am told ; • 
 To please our parents when we're young 
 
 Will give us joy when old.
 
 INTERMKDIATK ilEADEI?. 
 
 59 
 
 At night, my sister and myself, 
 
 By mother's side we kneel, 
 To thank God, with our artless prayers, 
 
 For all the joy we feel. 
 
 So strong the love that binds us all, 
 
 We have no wish to roam ; 
 Upon the earth what place can be 
 
 So happy as our home ^ 
 
 LESSON VIII. 
 
 Shepherd . . herd 99. 
 
 Over ver 9." 
 
 Moment . . . ent 8. 
 
 Governeth . eni 116. 
 
 Forth rth 126. 
 
 Sovereign . . suv'er-in. . 9. 
 
 Lords rdz 100. 
 
 Works erks 106. 
 
 Arms rmz . 
 
 Nurseth ers . 
 
 Children drm 
 
 Sceptre ter. . 
 
 Commands. . . ndz. 
 
 Stars rz. . 
 
 Countenance . a. . . 
 Follow Id . . 
 
 115. 
 122. 
 
 8. 
 
 9. 
 
 74. 
 
 133. 
 
 4. 
 
 12. 
 
 God is the Parent of All, 
 
 Behold the shepherd of the flock; he tak- 
 eth care of liis sheep ; he leadeth them among 
 clear brooks : he guideth them to fresh pastures. 
 If the young lambs are weary, he carrieth them
 
 CO INTERMEDIATE HEADER. 
 
 in his arms ; if they wander, he bringeth them 
 back. 
 
 But wlio is the shepherd's Shepherd ? Who 
 taketh care of him ? Who guideth him in the 
 path wherein he should walk ? and, if he wan- 
 der, who shall bring him back ? * 
 
 God is. the shepherd's Shepherd. He is the 
 Shepherd over all ; he taketh care of all. We 
 are all his flock ; and every herb, and every 
 green field, is the pasture which he hath pre- 
 pared for us. 
 
 The mother loveth her little child ; she nour- 
 isheth its body with food, and feedeth its mind 
 with knowledge. If it is sick, she nurseth it 
 with tender love. She watcheth over it when 
 asleep ; she forgetteth it, not for a moment ; 
 she teacheth it how to be good ; she rejoiceth 
 daily in its growth. 
 
 But who is the Parent of the mother ? Who 
 nourisheth her with good things, and watcheth 
 over her with tender love, and remembereth her 
 every moment ? Whose arms are about her to 
 guard her from harm ? If she is sick, who 
 will heal her ? * 
 
 God is the Parent of the mother ; he is the 
 Parent of all, for he created all. All the men, 
 
 * Ex. 225.
 
 INTERMEDIATE READER. 
 
 61 
 
 and all the women, who are alive iif the wide 
 world, are his children. He loveth all, he is 
 good to all. 
 
 The king governeth his people ; he hath a 
 golden crown upon his head, and the rojal 
 sceptre is in his hand ; he sitteth upon a throne, 
 and sendeth forth his commands ; his subjects 
 fear him. 
 
 But who is the Sovereign of the king ? Who 
 comma ndeth him what he must dof Whose 
 hand is stretched out to protect him from dan- 
 ger? ¥/hen he doeth evil, who shall punish 
 him i' 
 
 God is the Sovereign of the king ; his crown 
 is of rays of light, and his thrdhe is amongst 
 the stars ; he is King of kings and Lord of 
 lords. 
 
 If God biddeth us live, we live ; and if he 
 biddeth us die, we die. His dominion is over all 
 the world, and the light of his countenance is 
 upon all his works. 
 
 God is our Shepherd ; therefore we will fol- 
 low him : God is our Father ; therefore we will 
 love him : God is our King ; therefore we will 
 obey him. 
 
 Note. The above extract is full of examples illustrating the 
 downward slide of the voice, where a question is asked by an 
 interrogative pronoun. See Ex. 226. 
 
 * .6
 
 62 
 
 INTERMEDIATE READER. 
 
 LESSON IX 
 
 Words .... rdz . 
 Healed. . . .Id . . 
 Blessed . . . st . . 
 Darkest . . . rlc. . 
 Sorrow. . . . o. . . 
 
 ..100. 
 . . 46. 
 . . 157. 
 . . 105. 
 . . 12. 
 
 Kindness . . . ness. . . 8. 
 
 Many men. . . 8. 
 
 Life's fs 141. 
 
 Pleasant. . . . ant ... 4. 
 Softly ft 143. 
 
 Words of Kindness. 
 
 A LITTLE word, in kindness spoken, 
 
 A motion, or a tear, 
 Has often healed the heart that's broken, 
 
 And made a friend sincere. 
 
 A word, a look, has crushed to earth 
 Full many a budding flower, 
 
 Which, if a smile had owned its birth. 
 Had blessed life's darkest hour. 
 
 Then deem it not an idle thing 
 
 A pleasant word to speak ; 
 The face you wear, the thoughts you brmg, 
 
 A heart may heal or break. 
 
 Aid the drooping child of sorrow ; 
 
 Kindly lift his thoughts above ; 
 Gently bid him trust the morrow ; 
 
 Softly whisper, " God is love." «
 
 INTERMEDIATE READER. 63 
 
 LESSON X 
 
 Want 
 
 . jit . . 
 
 .89. 
 
 Waters. . . 
 
 . erz. 
 
 .132 
 
 Paths 
 
 .thz. . 
 
 . 160. 
 
 Names. . . 
 
 . mz . 
 
 .72. 
 
 Presence. 
 
 . ense . 
 
 .8. 
 
 Follow. . . 
 
 .16.. 
 
 .12. 
 
 Surely. . . 
 
 . sh. . . 
 
 .38. 
 
 Goodness 
 
 . e. . . 
 
 .8. 
 
 Lord...-. 
 
 . rd. . . 
 
 .99. 
 
 Forever. . 
 
 er 
 
 9 
 
 Twen tij- Third Psalm. 
 
 The Lord is my Shepherd ; I shall not want. 
 He maketh me to lie down in green pastures ; 
 he leadeth me beside the still waters. 
 
 He restoreth my soul ; he leadeth me in the 
 paths of righteOiisness for his name's sake. 
 
 Yea, though I walk through the valley of the 
 shadow of death, I will fear no evil ; for thou 
 art with me ; thy rod and thy staff they com- 
 fort me. 
 
 Thou preparest a table before me in the pres- 
 ence of mine enemies ; thou anointest my head 
 with oil ; my cup runneth over. 
 
 Surely goodness and mercy shall follow me 
 all the days of my life ; and I shall dwell in 
 the house of the Lord forever. 
 
 Note. The extracts from tlie Psalms are examples of the 
 solemn style, and require to be read more slowly than the ordi- 
 nary style of writing. Give a longer and fuller sound to the 
 vowel elements in reading the Psalms.
 
 64 INTERMEDIATE READER. 
 
 f 
 
 LESSON XI. 
 
 Fulness ness . . 8. 
 
 Floods dz 140. 
 
 Generation. . er. . . . 9. 
 Lift ft.... 143. 
 
 World rid. ... 110 
 
 Hands 7idz . . . 74. 
 
 Strong str 213 
 
 Hosts sts . . . . 1-53 
 
 Twenty-Fourth Psalm. 
 
 The earth is the Lord's, and the fulness 
 thereof; the world, and they that dwell therein. , 
 
 For he hath founded it upon the seas, and 
 established it upon the floods. 
 
 Who shall ascend into the hill of the Lord ? 
 And who shall stand in his holy place .^* 
 
 He that hath clean hands, and a pure heart ; 
 who hath not lifted up his soul unto vanity, nor 
 sworn deceitfully. 
 
 He shall receive the blessing from the Lord, 
 and righteousness from the God of his salvation 
 
 This is the generation of them that seek 
 him, that seek thy face, O Jacob. 
 
 Lift up your heads, O ye gates ; and be ye 
 lifted up, ye everlasting doors, and the King of 
 glory shall come in. 
 
 Who is this King of glory ? * The Lord 
 strong and mighty, the Lord mighty in battle. 
 
 * Ex. 226.
 
 INTERJIEDIATE READER. 
 
 66 
 
 • Lift up your heads, O ye gates ; even lift 
 them up, ye everlasting doors ; and the King of 
 glory shall come in. 
 
 Who is this King of glory ? The Lord of 
 hosts, he is the King of glory. 
 
 LESSON XIL 
 
 Heard rd 99. 
 
 Strong s^ 213. 
 
 Circuit ser'liit . . 9, 1 1 . 
 
 Judgments. . cuts .... 90. 
 
 Warned .... rnd 117. 
 
 Servant ant 4. 
 
 Words rdz 100. 
 
 Forth rtli 126 
 
 Ends* ndz 74. 
 
 True u 20. 
 
 Cleanse . . . .nz 95. 
 
 Strength ngth 80. 
 
 Nineteenth Psalm. 
 
 The heavens declare the glory of God ; and 
 the firmament showeth his handy-work. 
 
 Day unto day uttereth speech, and night 
 unto night showeth knowledge. 
 
 There is no speech, nor language, where 
 their voice is not heard. 
 
 Their line is gone out through all the earth, 
 and their words to the end of the world. 
 
 In them hath he set a tabernacle for the sun, 
 which is as a bridegroom coming out of his 
 6*
 
 66 INTERMEDIATE READER. 
 
 chamber, and rejoice th as a strong man to run" 
 a race. 
 
 His going forth is from the end of the 
 heaven, and his circuit unto the ends of it ; 
 and there is nothing hid from the heat thereof. 
 
 The law of the Lord is perfect, converting 
 the soul ; the testimony of the Lord is sure, 
 making wise the simple. 
 
 The statutes of the Lord are right, rejoicing 
 the heart ; the commandment of the Lord is 
 pure, enlightening the eyes. 
 
 The fear of the Lord is clean, e*nduring for- 
 ever ; the judgments of the Lord are true and 
 righteous altogether. 
 
 More to be desired are they than gold, yea, 
 than much fine gold ; sweeter also than honey, 
 and the honey-comb. 
 
 Moreover, by them is thy servant warned ; 
 and in keeping of them there is great reward. 
 
 Who can understand his errors ? Cleanse 
 thou me from secret faults. 
 
 Keep back thy servant also from presumptu- 
 ous sins ; let them not have dominion over me ; 
 then shall I be upright, and I shall be innocent 
 from the great transgression. 
 
 . Let the words of my mouth, and the medi- 
 tation of my heart, be acceptable in thy sight, 
 O Ijord, my strength, and my Redeemer.
 
 INTERMEDIATE READER. 
 
 67 
 
 LESSON XIII. 
 
 Angel a 1. 
 
 Robed hd 133. 
 
 Learned .... rnd. . . . 117. 
 
 Again en 8. 
 
 Angels j^iz. . . . 6o. 
 
 Child's Idz.... 47. 
 
 Tears rz 132. 
 
 Fatigued . . 
 
 . . egd 
 
 .7,145 
 
 Wreathed . 
 
 . . thd. 
 
 .159. 
 
 Mother's . . 
 
 . . erz. 
 
 .133. 
 
 Wondered . 
 
 . erd. 
 
 .99. 
 
 Thanked . . 
 
 . ngJd. 84. 
 
 Hard 
 
 . rd. . 
 
 .99. 
 
 Remembered. Srd. . 9. 
 
 The Boy and his Angel. 
 
 A GENTLE boy, fatigued with play, 
 Retired to rest, and forgot tp pray ; 
 But, after hours in sleep had sped, 
 He called his mother, and sweetly said, 
 " I went to sleep in sunset light. 
 And now, dear motlier, 'tis calm, still night. 
 But, mother dear, I cannot lay, 
 . And cannot sleep, till I rise and pray , 
 For, while I slept, a lady fair 
 Has come to waken my heart to prayer ; 
 Her form was robed in spotless white ; 
 Her head was wreathed with a crown of 
 
 light ; 
 About her lips was a gentle smile ; 
 She spoke with words all so sweet the while, 
 That, mother dear, I cannot lay. 
 And cannot sleep, till I rise and pray."
 
 68 INTERMEDIATE READER. 
 
 The gentle boy his young head bowed, 
 In simple faith, pouring forth, aloud. 
 The evening lay of praise and prayer 
 His lips had learned by his mother's care ; 
 Again he lay on his quiet bed, 
 And sweetly slept, for his prayer was said. 
 
 His words sank in his mother's breast, 
 
 As calm he lay in balmy rest ; 
 
 She wondered ii an angel bright 
 
 Had watched her boy in the still, calm nighl 
 
 She thanked her God for the angel's care. 
 
 Which waked his heart unto praise and prayer 
 
 I heard that mother's words of love 
 
 Poured out to Him who heareth above, 
 
 And thought, as, with uplifted eyes. 
 
 She offered God heart-sacrifice, 
 
 That any mother who prays, may seem 
 
 An angel bright to her child's young dream. 
 
 Perchance, as falls the hand of time, 
 
 The boy's soft heart may grow hard with 
 
 crime ; 
 The mother's words may be forgot, — 
 Her tears and sighs be remembered not ; 
 But grief, nor crime, nor years, shall tear 
 From memory's waste that mother's prayer;
 
 INTERMEDIATE READER. 
 
 69 
 
 Her voice shall come at midnight's hour. 
 And stir his heart with an angel's power. 
 
 LESSON XIV. 
 
 Reason . . . 
 
 zn . . 
 
 .201. 
 
 Observed 
 
 . rvd. . . 
 
 129. 
 
 Wandering 
 
 . der . 
 
 .9. 
 
 Corn . . . 
 
 . rn. . . . 
 
 116. 
 
 Furrows. . . 
 
 . rbz . 
 
 .12. 
 
 Didst . . , 
 
 .dst... 
 
 137. 
 
 Forest .... 
 
 St . . 
 
 . 157. 
 
 Bough. . . 
 
 . ou. . . . 
 
 22. 
 
 Murmurs. . 
 
 . trz . 
 
 . 9, 132. 
 
 Birds.. . 
 
 . rdz. . . 
 
 100. 
 
 Presently . . 
 
 -. ent . 
 
 . 8, 89. 
 
 Towards. 
 
 . td'erdz 
 
 9. 
 
 Distance . . 
 
 . dns . 
 
 . 4, 87. 
 
 Return . . 
 
 . em. . . 
 
 9,116 
 
 Child 
 
 .Id.. 
 
 .46. 
 
 Perceive. 
 
 .per. . . 
 
 9. 
 
 Sound .... 
 
 . nd. . 
 
 .73. 
 
 Heart . . . 
 
 . art. . . 
 
 2,124 
 
 Child of Reason. 
 
 Child of reason, whence comest thou ? 
 What has thine eye observed, and whither 
 has thy foot been wandering.^ * 
 
 I have been wandering along the meadows, 
 in the thick grass. The cattle were feeding 
 around me, or reposing in the green shade ; 
 the corn sprang up in the furrows ; the poppy 
 and the harebell grew among the wheat ; the 
 
 * Ex. 226.
 
 70 INTERMEDIATE READEll. 
 
 fields were bright with summer, and glowing 
 with beauty. 
 
 Didst thou see nothing more ? Didst thou 
 observe nothing besides ? * Return again, 
 child of reason ; for there are greater things 
 than these. God was among the fields ; and 
 didst thou not perceive him ? His beauty was 
 upon the meadows ; his smile enlivened the 
 sunshine. 
 
 I have walked through the thick forest ; the 
 wind whispered among the trees ; the squirrel 
 leaped from bough to bough ; and the birds 
 sang to each other among the branches. 
 
 Didst thou hear nothing but the murmurs 
 of the brook ? no whispers but the whispers of 
 the wind ? * Return again, child of reason ; for 
 there are greater things than these. God was 
 among the trees ; his voice sounded in the 
 murmur of the waters ; his music warbled in 
 the shade. And didst thou not attend ? * 
 
 I saw the moon rise behind the trees ; it was 
 like a lamp of gold. The stars, one after 
 another, appeared in the clear firmament. 
 Presently I saw black clouds arise, and roll 
 towards the south ; the lightning streamed in 
 vivid flashes over the sky , the thunder growled 
 
 * Ex. 225.
 
 INTERMEDIATE READER. 
 
 n 
 
 at a distance ; it came nearer, and I felt afraid ; 
 for it was loud and terrible. 
 
 Did thy heart feel no terror but of the thun- 
 derbolt ? Was there nothing bright and terri- 
 ble but the lightning? Return, O child of 
 4-eason ; for there are greater things than these. 
 God was in the storm ; and didst thou not per- 
 ceive him ? His terrors were abroad ; and did 
 not thy heart acknowledge him ? * * 
 
 God is in every place ; he speaks in every 
 sound we hear ; he is seen in all that our eyes 
 behold. Nothing, O child of reason, is with- 
 out God; let God, therefore, be in all your 
 thoughts. 
 
 LESSON XV 
 
 Things . 
 
 . ngz. . 
 
 ..78. 
 
 Mind . . . . 
 
 . nd. . . 
 
 . . . 73. 
 
 First 
 
 . . rst . . 
 
 . . 123. 
 
 Task 
 
 .sk... 
 
 . . . 152 
 
 Regret. . 
 
 ..gr... 
 
 . . 206. 
 
 Perform . 
 
 . rm . . 
 
 ...113 
 
 Praise . . 
 
 •pr... 
 
 : . 208. 
 
 Mercy . . 
 
 . 7ner. . 
 
 ...9. 
 
 Sorrow. , 
 
 . .ro . . . 
 
 .. 12. 
 
 Preserve . 
 
 . rv . . . 
 
 . . . 128 
 
 Faults . . 
 
 . . Us. . . 
 
 . . 61. 
 
 Reward . 
 
 .rd... 
 
 ... 99. 
 
 Duty to God. 
 
 My dear child, you will shortly arrive at an 
 age when you must no longer think and act 
 
 Ex. 225.
 
 72 INTEUMEDIATE READER. 
 
 as a child, but must " put awaj childish 
 things." Let me, therefore, beseech you to 
 bear in mind, that both good and evil are before 
 you, and that unless, with a sincere heart, you 
 choose and love the one, you will surely be the 
 victim of the other. 
 
 The first step you must take, is, to waken 
 your mind to a sense of the great task you 
 have* to fulfil. It is a source of deep regret, 
 that so many perform the duty of praise and 
 prayer, not with joy, and love, and grateful 
 feelings, but in a cold and careless manner, 
 with sadness, and sometimes secret dislike. 
 
 When you offer up praise to the Most High, 
 confide to this kindest of fathers all the wishes 
 and desires of your heart ; but, at the same 
 time, submit them all to his will, and freely 
 leave it to his divine wisdom to dispose of 
 you, and all that belongs to you. 
 
 Thank him for his blessings ; and, even 
 should he think fit to afflict you, be thankful 
 for it also ; consider it an act of his mercy, 
 meant for your good. 
 
 Implore him to direct and assist you in all 
 hardships and trials ; to comfort and support 
 you in sickness or sorrow ; and to preserve 
 you, by his grace, from falling into the dangei 
 of sin in the hour of joy and health.
 
 INTERMEDIATK READKK 
 
 73 
 
 Forget not to beseech him to forgive you 
 your faults and misdeeds during the day, and. 
 to protect and defend you from all evil by 
 night ; and do this, not merely in formal words, 
 but " in spirit and in truth; " in grateful love 
 and humble homage. 
 
 In youth, the feelings are warm and open ; 
 the. heart should then admire what is great, 
 i.>;!o"w with the love of what is fair and subli-me, 
 and melt at proofs of tender regard. And 
 where can be found any object so proper to 
 excite these feelings as the Father of the 
 world, and the Giver of all goodness ? * 
 
 LESSON XVI. 
 
 Soul's Iz. . 
 
 Trembles . . . biz. 
 
 Upward rd . 
 
 Form rm. 
 
 ..65. 
 . . 169. 
 . . 99. 
 . . 113. 
 
 Unexpressed . . st . . . 157. 
 
 Breast br . . . 203. 
 
 None . . . . 16. 
 
 Strains str. . . 213. 
 
 Prayer. 
 
 Prayer is the soul's sincere desire, 
 Uttered or unexpressed ; 
 
 The motion of a hidden fire 
 That trembles in the breast. 
 
 • Ex. 226.
 
 74 
 
 INTERMEDIATE READER. 
 
 Prajer is the burden of a sigh, 
 
 The falling of a tear, 
 The upward glancing of an eye, 
 
 When none but God is near. 
 
 Prajer is the simplest form of speech 
 
 That infant lips can try ; 
 Prayer the sublimest strains that reach 
 
 The Majesty on high. 
 
 LESSON XVII. 
 
 Commands . . ndz. . . . 74. 
 
 Willing ing. . . . 76. 
 
 Perhaps jjer. ... 9. 
 
 Besides dz 140. 
 
 Strive str 213. 
 
 Parents . 
 Helpless 
 Lessons . 
 Certain . 
 Single . . 
 
 ents 90. 
 
 Ip 54. 
 
 snz 191 
 
 tin 11. 
 
 sl 17G. 
 
 Duty to Parents. 
 
 After your duty of praise and prayer to 
 the Most High, your next care should be, to 
 attend to the wishes and commands of youi 
 parents, and lo do all they require of you, in a 
 cheerful and willing manner. 
 
 S(5me children put on a sulky look, anci
 
 INTERMEDIATE READER. 75 
 
 begin to grumble, when they are told to do 
 any thing : this shows a bad heart. 
 
 Your father and mother have taken care of 
 you, and treated you kindly, when your help- 
 less state would not allow you to do the most 
 trifling thing for yourself; and even now, they 
 do not neglect nor forsake you, but do all in 
 their power for your comfort ; and, in many 
 cases, perhaps, they deprive themselves of 
 •what they very much need, that you may want 
 for nothing. 
 
 They supply you daily v/ith food and cloth- 
 ing, and send you to school, that you may 
 acquire what will render you good and learned, 
 if you attend to all that is said to you, and 
 study with care the lessons which are given 
 
 you. 
 
 If, then, you possess the smallest portion of 
 grateful feeling, you will do all in your power 
 to return their fondness, and repay their care. 
 
 Besides, unless you fulfil your duty to your 
 parents, you will offend your " Father who is 
 in heaven ; " for one of his commands is, 
 " Honor thy father and thy mother, that thy 
 days may be long in the land which the Lord 
 thy God giveth thee." 
 
 Therefore you must neither expect to enjoy 
 a long and happy life here, nor a blessed one
 
 76 INTERMEDIATE READER. 
 
 in the world to come, if you do not honor your 
 parents ; that is, obey, respect, and love them ; 
 and let your conduct show that your love is 
 sincere, by trying to please them in all you do, 
 and by doing nothing that you are certain will 
 displease them. 
 
 Study their very looks, and strive to fulfil 
 their wishes, if you can, even before they im- 
 part them to you. The pursuit of such a line 
 of conduct wdll convey to your heart a real 
 pleasure, which no breach of the duty you owe 
 them can ever bestow. 
 
 Forget not the lies which bind you to the 
 authors of your being ; nor let them, for a 
 single moment, feel the bitter anguish of 
 knowing 
 
 " How sharper than a serpent's tooth it is 
 To have a thankless child." 
 
 Blessed is the turf, serenely blessed. 
 
 Where throbbing hearts may sink to rest ; 
 
 Where life's long journey turns to sleep. 
 
 Nor ever pilgrim wakes to weep. 
 
 A little sod, a few sad flowers, 
 
 A tear for long-departed hours. 
 
 Is all that feeling hearts request 
 
 To hush their weary thoughts to rest.
 
 INTERMEDIATE READER. 
 
 LESSON XYIII 
 
 Soldier . . . . 
 
 .jer 
 
 ...9. 
 
 Uniform. . 
 
 . .rtn . . . . 
 
 .113 
 
 Captain . . . . 
 
 . tm 
 
 ... 11. 
 
 Sword . . . 
 
 . . sord. . . 
 
 .12. 
 
 Comfort . . . 
 
 .rt. 
 
 . . . 124. 
 
 Plumes . . 
 
 . .u 
 
 . 17. 
 
 Tears 
 
 . rz . 
 
 . . . 132. 
 
 Hearth . . 
 
 . . rth .... 
 
 . 126 
 
 Wandering. 
 
 . a. . 
 
 ...5. 
 
 Humble. . 
 
 . . h silent. 
 
 
 Beneaili . . . 
 
 .th. 
 
 . . . 49. 
 
 Bowers . . 
 
 . . erz. . . . 
 
 132. 
 
 The Children's Choice. 
 
 .7 0HN. 
 
 I MEAN to be a soldier, 
 
 With uniform quite new; 
 I wish that I could have a drum, 
 
 And be a captain, too. 
 I would go amid the battle. 
 
 With my broadsword in my hand, 
 And hear the cannon rattle, 
 
 And the music all so grand. 
 
 MOTHER. 
 
 My son ! my son ! what if that sword 
 
 Should strike a noble heart. 
 And bid some loving father 
 
 From his little ones depart? 
 What comfort would your waving plumes 
 
 x4nd brilliant dress bestow, 
 7*
 
 78 INTERMEDIATE HEADER. 
 
 When you thought upon the widow's tears, 
 And her orphans' cries of woe ? 
 
 LOUISA. 
 
 I mean to be a cottage girl, 
 
 And sit beside a rill, 
 And, morn and eve, my pitcher them 
 
 With purest water fill ; 
 And I'll have a lovely woodbine 
 
 Around my cottage door, 
 And welcome to my winter hearth 
 
 The wandering and the poor. 
 
 MOTHER. 
 
 Louisa, dear, an humble mind 
 
 Is beautiful to see ; 
 And you shall never hear a word 
 
 To check that mind from me ; 
 But, ah ! remember pride may dwell 
 
 Beneath the woodbine shade, 
 And discontent, a sullen guest, 
 
 The cottage hearth invade. 
 
 CAROLINE. 
 
 I wdll be gay and wealthy, 
 And dance away the hours ; 
 
 Music, and joy, and sport, shall dwell 
 \Vithin my fairy bowers ;
 
 INTERMEDIATE READER. 
 
 79 
 
 No heart shall ache with sadness 
 
 Within my laughing hall, 
 But the notes of love and gladness 
 
 Reecho to mj call. 
 
 MOTHER. 
 
 children ! sad it makes my soul 
 To hear your playful strain ; 
 
 1 cannot bear to chill your youth 
 
 With images of pain ; 
 Yet humbly take what God bestows, 
 
 And, like his own fair flowers, 
 Look up in sunshine with a smile. 
 
 And gently bend in showers. 
 
 LESSON XIX 
 
 Infants a . . 
 
 Helpless .•. . . ess . 
 
 Hardly I'd . 
 
 Wants nts. 
 
 Learned 7'nd 
 
 Organs a . . 
 
 Sounds ndz 
 
 8. 
 99. 
 90. 
 117. 
 
 Find out 216. 
 
 Nothing 16. 
 
 Shew 6 12. 
 
 Often offn. . 
 
 Parts rts 125. 
 
 Different fer ... 9. 
 
 Yellow 6 12. 
 
 Hearing and Sight, 
 
 The Bodily Senses, 
 
 Very little infants are quite helpless, and 
 know hardly any thing; but they soon find
 
 bO INTERMEDIATE READER. 
 
 out whnt pleases them, and what they dis- 
 like. 
 
 One of the first things they learn is their 
 dear mother's voice ; and nothing delights them 
 more. They soon, too, know her by sight, and 
 plainly show that they love her better than any 
 body else. Even this knowledge, which seems 
 very trifling to those who are grown up, it 
 takes some time to acquire ; -but it is all that 
 an infant wants. 
 
 Children do not often think about the means 
 by which they have learned all they know. 
 These means belong partly to the body, and 
 partly to the mind. It is not so easy to under- 
 stand those which belong to the mind, as those 
 which belong to the body. 
 
 The five bodily senses are hearing, sight, 
 smell, taste, and touch, or feeling.' 
 
 The parts of the body, which serve as 
 instruments to the mind, called the ©rgans of 
 sense, are the ear, for hearing ; the eye, for 
 sight; the nose, for smell; the tongue and 
 palate, for taste ; and the skin, for feeling or 
 touch. 
 
 Perhaps all the other senses are only difier- 
 ent sorts of feeling, confined to particular parts 
 of the body ; while feeling itself is spread over 
 the whole.
 
 INTERMEDIATE READER. 81 
 
 What we call hearing is an effect produced 
 upon the inner part or drum of the ear, when 
 the air is put in motion bj the voice, or bj any 
 thing that will make a sound. Some sounds 
 are mere noises ; others are harmonious and 
 grateful. 
 
 What is more delightful than to hear the 
 voices of those we love ? ^' How pleasant to 
 hear the birds singing around us, as we walk 
 in the fields ! How often does our hearing 
 warn us of danger, either at a distance or in 
 darkness ! 
 
 The eye is a most wonderful instrument, 
 and far superior to any one that man could 
 make. By means of the eye, small as it is, 
 we learn the size, form, distance, and color ot 
 things. 
 
 It enables us to enjoy the beauties of a land- 
 scape, with its various objects, whether at rest 
 or in motion. 
 
 There can scarcely be a greater pleasure 
 than to see our friends return after they have 
 been absent a long time ; and, if they must 
 remain absent, let us be tliankful that they can 
 write to us, and we can read their letters. 
 
 I am sure, too, that, if we could not see, we 
 should often run against things, or tumble over 
 them, and hurt ourselves. 
 
 * Ex. 226.
 
 82 INTERMEDIATR RKADKR. 
 
 The principal colors are rod, yellow, and 
 blue. Orange is a mixture of red and yellow ; 
 green, of yellow and blue ; other mixtures pro- 
 duce every variety of colors. 
 
 LESSON XX. 
 
 Hurrah .... a 2. 
 
 Spent nt 89. 
 
 First erst 123. 
 
 Every er 9. 
 
 Sport rt 124 
 
 Enjoy e 8. 
 
 Moments. . . ents '. . . . 90. 
 Attend . . . nd 73 
 
 School is Out. 
 
 •' Hurrah ! " exclaims, with merry shout, 
 The happy school-boy, " school is out : " 
 His studies finished for the day. 
 He gives the rest to sport and play. 
 
 Yet, if to school he had not gone, 
 But spent the day in play alone, 
 With every sport at his command. 
 Time had hung heavy on his hand. 
 
 The man who would enjoy his leisure, 
 By labor first obtains the pleasure ;
 
 INTERMEDIATE READER. 
 
 83 
 
 Rest and amusement thus unite, 
 And give his moments more delight. 
 
 So every boy, except a fool, 
 Will punctually attend his school, 
 Until the fitting time to shout, 
 "Hurrah! hurrah! now school is out." 
 
 LESSON XXI. 
 
 Smelling . . . ing .... 76. 
 
 Odors erz 9. 
 
 Goodness. . . ness. ... 8. 
 
 Birds rdz 100. 
 
 Large rdzli. . . . 103. 
 
 Scents nts 90. 
 
 Per'fumes . . /jer 9. 
 
 Kinds 7idz 74. 
 
 Children . . . dren. . . . 204. 
 Change .... 7idzh. . . . 85. 
 
 The Bodily Senses. — Smell and Taste. 
 
 By the sense of smelling, we enjoy the 
 pleasure arising from the scents or odors of 
 flowers, and other perfumes. It also enables 
 us to judge of the goodness of many articles of 
 food, which are sweet while they are fresh, but 
 begin to have a disagreeable smell when they 
 become stale and unfit to be eaten. 
 
 Most things that smell disagreeably are not 
 good food, for us; but they will do for some
 
 84 INTERBIEDIATE READER. , 
 
 kinds of flies and birds. When any flesh, or a 
 fish, is lying exposed on the ground, it soon be- 
 gins to smell badly, and these flies and birds 
 come and eat it up, and so prevent its becom- 
 ing offensive to us. 
 
 Taste is situated chiefly in the tongue. 
 Children enjoy this sense even more than 
 grown people. Fruit, cakes, and sweets of 
 various kinds, afford them much pleasure ; but 
 there is danger that, by indulging too much in 
 nice things, they will cease to relish those that 
 are plain, but more wholesome. This is the 
 case with many childreri, whose parents, from 
 mistaken notions of kindness, have allowed 
 them to eat too large quantities of sweets. 
 
 Indeed, children soon become tired of very 
 nice things, and require a continual change ; 
 but they can, with pleasure, partake ever}'^ day, 
 for many years, of bread and butter, milk and 
 water, and other simple things, which have but 
 little flavor. 
 
 The principal flavors are sweet, bitter, salt, 
 and sour. 
 
 We judge by our taste, as well as by our 
 smell, whether things are good for food. Most 
 things that are disagreeable to the taste, are not 
 fit for us to eat and drink ; but some of these 
 are very useful as physic
 
 Ourselves. . 
 
 . . Ivz. . 
 
 ..64. 
 
 Hurts 
 
 ..efts. 
 
 . . 125 
 
 Burned . . . 
 
 . . rnd. . 
 
 ..117 
 
 Spoiled . . . 
 
 ..Id... 
 
 .46. 
 
 Probably . . 
 
 . . a ... 
 
 ..4. 
 
 Thunder. . 
 
 . . der. . 
 
 .9. 
 
 , INTERMEDIA1E READER. OO 
 
 LESSON XXII. 
 
 Warm rm 113 
 
 Frozen . . . .zn -. 201 
 
 Attempt. . . .mt 70. 
 
 Body 6 15. 
 
 Distance ... a 4. 
 
 Stars rz 132. 
 
 The Bodily Senses. — - Touch, or Feeling. 
 
 The sense of toiicli, or feeling, whioh is 
 spread over the whole body, makes us acquaint- 
 ed with the sensations of heat and cold, and 
 reminds us to keep ourselves properly clothed 
 and warm, that we may be in good health. It 
 also quickly tells us when any thing hurts us, 
 so that we may either remove it, or get out of 
 its way. 
 
 Very young children are so simple, that they 
 would take hold of any thing, even a hot iron, 
 that was near them, if their mother would let 
 them, and thus might be seriously hurt. 
 
 By our feeling, we tell whether things are 
 hot or cold, hard or soft, smooth or rough, heavy 
 or light, wet or dry. 
 
 Most children know that, if they touch very 
 hot iron, it will cause them great pain, and so 
 injure the part with which they touch it, that 
 8
 
 86 INTERMEDjyiTR HRADER. 
 
 it will take dajs, or weeks perhaps, to gel 
 well. 
 
 It is equally true, but not so commonly 
 known, that, if an intensely cold thing, like 
 frozen mercury, be touched with a warm hand, 
 it will injure the hand in much the same man- 
 ner as if it had been burned. 
 
 In Russia, and other very cold climates, peo- 
 ple, in travelling, sometimes have their chins 
 and noses frozen without knowing it, till some 
 one-meets them and tells them of it. If they 
 ran to a fire, or applied warm water to the 
 frozen part, it would be liable to mortify. 
 Aware of this, they proceed, very gradually, to 
 bring back the warmth by rubbing it with 
 snow ; thus it soon becomes well. 
 
 Cooks, who find their vegetables frozen, do 
 not attempt to boil them, till they have been 
 thawed by lying a good while in cold water ; 
 without this precaution, they would be quite 
 spoiled. 
 
 It is injurious, and therefore uncomfortable, 
 to pass suddenly from one extreme to another ; 
 either from cold to heat, or from darkness to 
 light. 
 
 The human body, while alive, can endure a 
 degree of heat that would cook meat. This 
 was proved, some years ago, by a man, who
 
 INTERMEDIATE READER. 87 
 
 used, for money, to remain in an oven with a 
 piece of meat till it was baked. 
 
 The body can also, with but little inconve- 
 nience, bear cold much greater than is required 
 to freeze water ; but, unless the change is made 
 gradually, it will be attended with immediate 
 pain, and probably with lasting disease. 
 
 In passing suddenly from darkness to light, 
 we can scarcely see at all, till the eye has 
 adapted itself to the glare. Also, in passing 
 out of a very- light place into a shady one, we 
 cannot see till the eye has fitted itself to the 
 change. 
 
 We can taste those things only which touch 
 our tongues ; ^ve can feel those only which are 
 near us ; we can smell those that are at some 
 distance ; we can hear thunder, and other loud 
 noises, at a great dfstance ; and we can see 
 very distant objects on the earth, and the stars 
 in the sky, which are so very distant that no- 
 body can tell how far off they are. We can 
 think of things indefinitely far off, and even in 
 the other w^orl(^ 
 
 The more we know about our bodily senses, 
 the more thankful shall we feel to our heavenly 
 Father, who has g^ven them to us ; for they are 
 so useful, that we could not have any enjoy- 
 ment without them. We shall also be very
 
 88 
 
 INTERMEDIATE RKADF.R. 
 
 careful not to abuse them ; for if we do, we 
 are in danger of injuring them, or losing them 
 entirely. 
 
 LESSON XXIII 
 
 Amidst . 
 
 . dst . . 
 .dz... 
 
 . . . 137. 
 . . 140. 
 
 Flowers . . 
 
 . . irz. . 
 
 ..9. 
 
 Fades . . . 
 
 Earnest . . 
 
 . . est . . . 
 
 ..8. 
 
 Called. . . . 
 
 .Id... 
 
 ..46. 
 
 Work. . . . 
 
 . . erk . . 
 
 ..9. 
 
 Dark 
 
 .rk... 
 
 . . . 105. 
 
 Bend 
 
 . . nd . . . 
 
 . . 73. 
 
 Triumph . 
 
 . tr 
 
 ...215. 
 
 Kindred. . 
 
 . . dred. . 
 
 ..8. 
 
 First 
 
 . rst. . . 
 
 . . . 123. 
 
 Lift 
 
 ..ft.... 
 
 .143 
 
 The Hour of Prayer. 
 
 Child, amidst the flowers at play. 
 While the red light fades away ; 
 Mother, with thine earnest eye 
 Ever following silendy ; 
 Father, by the breeze of eve 
 Called thy harvest work to leave, • 
 Pray, ere yet the dark hours be, 
 Lift the heart and bend t||e knee 
 
 Traveller, in the stranger's land, 
 Far from thine own hoijisehold band ; 
 Mourner, haunted by the tone 
 Of a voice from this world gone ;
 
 INTERMEDIATE READER. 
 
 89 
 
 Captive, in whose narrow cell 
 Sunshine hath not leave to dwell ; 
 Sailor, on the darkening sea, — 
 Lift the heart and bend the knee. 
 
 Warrior, that, from battle won, 
 Breathest now at set of sun ; 
 Woman, o'er the lowly slain. 
 Weeping on his burial plain ; 
 Ye that triumph, ye that sigh, 
 Kindred by one holy tie, — 
 Heaven's first star alike ye see — 
 Tjift the heart and bend the knee. 
 
 LESSON XXIV. 
 
 Invalid. . . 
 
 . led. . . . 
 
 . 7. 
 
 Evening. . . 
 
 . tng . . . 
 
 .76. 
 
 Friends . . 
 
 . ndz. . . . 
 
 .74. 
 
 Promised. . 
 
 .St 
 
 . 157 
 
 Returned . 
 
 . rnd. . . . 
 
 . 117. 
 
 Moments. , 
 
 . e 
 
 .8. 
 
 Bureau . . . 
 
 . ro 
 
 .12. 
 
 Wants. . . . 
 
 . nts . . . . 
 
 .90. 
 
 Patience . . 
 
 . shense . 
 
 .8. 
 
 Eager .... 
 
 . er 
 
 .9. 
 
 Manner. . . 
 
 . Tier. . . . 
 
 .9. 
 
 Child's . . . 
 
 .Idz.... 
 
 .47. 
 
 Instead . . . 
 
 . sted # . . 
 
 .8. 
 
 Reason. . . 
 
 zn 
 
 .201 
 
 Generous . 
 
 . er 
 
 .9. 
 
 Influenced 
 
 . enst . . 
 
 .88. 
 
 The Little Sick Brother. 
 
 " Don't go away, sister," said an invahd 
 child to his sister Anna, who came into the
 
 90 INTERMEDIATE READER. 
 
 chamber where he lay, with her bonnet and 
 shawl on, ready to go out for tlic purpose of 
 spending the afternoon and evening with some 
 young friends. 
 
 Anna had come in to kiss her little sick 
 brother, and to say a kind word or two to him 
 before she went. But the child, who loved 
 Anna very much, and always felt better when 
 she was with him, became unhappy as soon as 
 he saw that she had prepared herself for going 
 out. 
 
 " Don't go, sister," he said. " Take or! 
 your bonnet, and stay here with me. I want 
 you to tell me a story." 
 
 "But, Henry, dear, I have promised to go 
 and spend the afternoon at Mrs. Hermann's," 
 returned Anna. " It would not only be a dis- 
 appointment to me, but to those who expect 
 me, if I did not go. You must be a good, pa- 
 tient little boy, and not think about my being 
 away." 
 
 ■" O, don't go, sister," was the only reply 
 that Henry made to this, speaking so sadly, 
 while his eyes filled w'ith tears, that Anna felt 
 grieved for the child, and half inclined to give 
 up the pleasure she had promised herself. 
 Taking his small, white hand in hers, she bent 
 down over him, and kissed him tenderly.
 
 INTERMEDIATE READER. 91 
 
 " Don't go, sister." 
 
 Anna stood thoughtful for a few moments, 
 and then, takmg off her bonnet and shawl, laid 
 them down upon a bureau. 
 
 " I will go down and see Ella," she said, 
 " and then come up again." 
 
 The face of the little invalid brightened m 
 an instant. 
 
 On descending to the parlor, Anna found 
 her sister Ella waiting for her. 
 
 . " I beheve I won't go," said Anna, " Henry 
 seems so unhappy about it." 
 
 " What nonsense ! " exclaimed Ella. " Why 
 in the world did you go near him, or let him 
 know that you were going out ? You might 
 have known v/hat would have happened. I 
 told you that it would be just so." 
 
 " He is sick, and I think we ought to be as 
 attentive to him and as patieiit with him as 
 possible," returned Anna. " It must be very 
 tiresome to lie so long in bed and confined to 
 one room ; and 1 don't wonder that he dislikes 
 to be left alone. I can't find it in my heart to 
 leave him. So you can^ go along. Perhaps I 
 may come round after tea. Henry will be 
 asleep then." 
 
 " You are a very foolish girl, Anna," said her 
 sister, half angrily. " Stay at home just be-
 
 92 INTERMEDIATE READER. 
 
 cause a selfish, fretful child, that don't know 
 what he wants, takes it into his head that you 
 must remain with him ! It puts me out of all 
 patience with you. What kind of an excuse 
 can I make for you, I should like to know ? " 
 
 "Tell the truth; that is the best excuse on 
 all occasions." 
 
 After Ella was gone, she went up to Henry's 
 room. The child looked so happy when she 
 came in, that she felt more than repaid for her 
 self-denial. 
 
 " O, I'm so glad you didn't go, sister Anna ! " 
 he said ; " I feel so bad when you are away ! 
 Now won't you tell me a pretty story ? " 
 
 Anna told him a -story, and then another, 
 and another, the child's eager interest amply 
 repaying her for what she was doing. 
 
 When Ella arrived at Mrs. Hermann's, that 
 lady said, in a slightly disappointed tone, — 
 
 "Why didn't your sister come with you? 
 Isn't she well ? " 
 
 " O, yes, she's well enough," replied the 
 thoughtless girl ; "but she took a notion into her 
 head that she would .stay with Henry. She 
 was all ready to come, but foolishly went into 
 his room to kiss him, and then he wouldn't part 
 with her."
 
 INTERMEDIATE READER. 
 
 93 
 
 " How is little Henry ? " asked Mrs. Her- 
 mann, in a tone of interest. 
 
 " Not very well," replied Ella; "he doesn't 
 seem to get any better. We feel very uneasy 
 about him sometimes." 
 
 " Poor child ! " said Mrs. Hermann, in a voice 
 of sympathy; " he must love Anna very much, 
 I am sure. Every body loves her. I don't 
 wonder that he cannot bear to let her po out of 
 his sio;ht." 
 
 The words, as well as the manner of Mrs. 
 Hermann, rather surprised Ella. She fully ex- 
 pected the lady would say that it was all non- 
 sense for Anna to give up her proposed visit, 
 and disappoint her friends, for a child's whim. 
 But, instead of this, there was something so 
 much like rebuke in her words, that she was 
 made to feel slightly uncomfortable, and still 
 more so when Mrs. Hermann mentioned to one 
 and another of her company, in Ella's presence, 
 the reason of Anna's absence ; at the same 
 time expressing her warm admiration of the 
 spirit pf generous self-denial that had influenced 
 her. 
 
 Does not your heart, too, dear reader, ap- 
 prove the affectionate kindness of the gentle 
 Anna ?
 
 94 INTERMEDIATE READER. 
 
 LESSON XXV 
 
 Appearance . dnse. ... 4. 
 Listened. . . . snd .... 192. 
 Tenderly . . . der .... 9. 
 
 Possible. . . . St 11. 
 
 Reward. . . . rd 99. 
 
 Length ngth. . . . 80. 
 
 ^Vorse ers 122. 
 
 Received. . . vd 163. 
 
 Literest . ... est 8. 
 
 Pleasantly. . ant 4. 
 
 Ever er 9. 
 
 Others erz 132. 
 
 Enjoyment . e 8. 
 
 Rather .... a 4. 
 
 The Little Sick Brother — continued. 
 
 After tea, Anna made her appearance, with 
 her calm, sweet, cheerful face, and was received 
 by all with the most cordial welcome. Every 
 one inquired about little Henry, and listened 
 with a real interest to all she said about him. 
 It was plain she loved him very tenderly, and 
 that her love prompted her to do every thing in 
 her power to make the long, weary time of 
 sickness pass as pleasantly as possible. 
 
 Ella felt again rebuked. She had enjoyed 
 herself but little during the afternoon, and was 
 now less comfortable in mind than ever.. She 
 was dissatisfied with herself, and felt that all 
 who seiemed to be so much pleased with the 
 self-denial which Anna had practised, must look 
 upon her as less kind and thoughtful than her 
 sister.
 
 INTERMEDIATE READER. 95 
 
 On the contrary, Anna was very happy. 
 Her staying with Henry had given the child so 
 much real pleasure, that her disappointment 
 was soon changed into that pure delight which 
 is always the reward of doing good to others. 
 
 She found, by sweet experience, that it is 
 not the length of time that we pass in the 
 pleasures of social intercourse, that determines 
 the amount of our enjoyment, but the state of 
 mind in which we come to meet our friends. 
 
 If Anna had left her brother during the after- 
 noon, the ima2;e of his sad face and tearful eves 
 would have haunted her all the time, and she 
 would have been constantly listening, in imagi- 
 nation, to his earnest voice, saying, " O sister 
 Anna, don't go ! " But now, when she did 
 think of him, it was as sleeping calmly and 
 peacefully ; for so she had left him. 
 
 When the sisters returned home that night, 
 they were grieved to find that Henry had been 
 taken suddenly worse, about nine o'clock, and 
 that the family physician had been sent for in 
 haste. When he came and examined the 
 symptoms, he looked grave, and said but little, 
 in answer to the anxious inquiries of the child's 
 parents. 
 
 The next moi-ning, Henry was still worse, 
 and continued to grow worse for a week, and
 
 96 
 
 INTERMEDIATE READER. 
 
 then was relieved from all his sufferings by 
 death. 
 
 The sisters, when thej saw his pure body 
 lying before them, pale, cold, and lifeless, were 
 stricken in heart with grief; but something 
 more than sorrow at the loss of her little broth- 
 er added bitterness to Ella's spirits. Self- 
 reproaches had to be borne, and the conscious- 
 ness that she had not done all in her power to 
 make the last weary days of the sick one pass 
 more pleasantly. 
 
 While ^nna often spoke of her little brother, 
 and seemed to love to call back his image to 
 her mind, Ella strove rather to turn her thoughts 
 to some other subject. She could not dwell 
 upon the memory of the child without pain. 
 
 LESSON XXVI 
 
 Brings ngz .... 78. 
 
 Breeze hr 203. 
 
 Peasants, . . . ants . . . 90. 
 Evenings . . . ngz. . . . 78. 
 
 Bard rd 99. 
 
 Mirth rth 126. 
 
 Star r 32. 
 
 Shades dz 140. 
 
 Mists sts 158. 
 
 Worms .... rmz .... 1 15 
 
 Strains str 213 
 
 Signal a. . . 4.
 
 INTERMEDIATE READER. 97 
 
 The Nishtinmde. 
 
 When twilight's gray and pensive iiour 
 Brings the low breeze, and shuts the flower, 
 And bids the solitary star 
 Shine in pale beauty from afar ; — 
 
 When gathering shades the landscape veil, 
 And peasants seek their village dale, 
 And mists from river-wave arise, 
 And dew in every blossom lies ; — 
 
 When evening's primrose opes, to shed 
 Soft fragrance round her grassy bed ; 
 When glowworms in the wood-walk light 
 Their lamp, to cheer the traveller's sight ; — 
 
 At that cali#hour, so still, so pale, 
 Awakes the lonely nightingale, 
 And from a herfhitage of shade 
 Fills'with her voice the forest glade. 
 
 And sweeter far that melting voice 
 Than all which through the day rejoice ; 
 And still shall bard and wanderer love 
 The twilight music of the grove.
 
 98 
 
 INTERMEDIATE READER. 
 
 Father in heaven, ah ! tlius, when day, 
 With all its cares, has passed away. 
 And silent hours waft peace on earth, 
 And hush the louder strains of mirth, — 
 
 Thus may sweet songs of praise and prayer 
 To thee my spirit's offering bear ; 
 Yon star, my signal, set on high 
 For vesper hymns of piety. 
 
 So may thy mercy and thy power 
 Protect me through the midnight hour, 
 And balmy sleep, and visions blest. 
 Smile on thy servant's bed of rest. 
 
 LESSON XX Vifcl 
 
 Month nth 92. 
 
 First rst 123. 
 
 Short rt 124. 
 
 Seasons. . . 2:712 191. 
 
 Lasts sts 158. 
 
 Several . . . 
 
 . er. . . . 
 
 ..9. 
 
 Equally. . . 
 
 . a . . . . 
 
 ..4. 
 
 Observe . . 
 
 . rv. . . . 
 
 . . 12s 
 
 Months, . . 
 
 . nths . . 
 
 ..93. 
 
 Eveninors . 
 
 . nirz. . . 
 
 ..73. 
 
 The Seasons. 
 
 December is the name of the last month in 
 the year. During this month, in our climate,
 
 INTERMEDIATE READER. 99 
 
 tno days are the shortest, the trees are bare, 
 and the weather is cold. The tweiitj-iii-st of 
 December is called the shortest day of the 
 whole year ; but several days after the twenty- 
 first are equally short, so that it is only one of 
 the shortest days of the year. 
 
 So we call the twenty-first day of June the 
 longest day ; but several days about the twenty- 
 .first are equally long. 
 
 It is well to observe the seasons and months 
 as they change. Each of the seasons, spring, 
 summer, autumn, and winter, lasts long enough 
 to make the one that succeeds it more wel- 
 come. 
 
 How^ welcome does the spring seem after the 
 winter, when the days are longer and, the sky 
 is clearer ! when the buds of the trees begin to 
 expand, and the snowdrop appears I 
 
 How welcdfhe, too, is the winter after the 
 autumn, when the long evenings come, and we 
 all gather round the fire, and tell our- stories, 
 and converse or read ! Every season brings its 
 pleasures. 
 
 It is the same in human life. Youth and 
 age have each their several pleasures, and they 
 mistake who say that one time of life is hap- 
 pier than another. We change our pleasures.
 
 100 
 
 INTERMEDIATE READER. 
 
 it is true ; but we liave an equal degree of 
 pleasure in age and in youth. 
 
 LESSON 
 
 Changed . . ndzhd. . . . 80. 
 
 Health . . . . Ith G2. 
 
 Worse .... ejs 9. 
 
 Current. . . ent S. 
 
 Embers . . . Srz 132. 
 
 XXVIII. 
 
 P'itness e 8. 
 
 Breathe th 4(J. 
 
 Window. . . . d 12. 
 
 Persons snz .... 191. 
 
 Founrf dead 217. 
 
 Breathing. 
 
 When I take in my breath, I inspire ; and 
 when my breath goes out, 1 respire. The air 
 which I respire is found to be changed ; that 
 is, by having passed through the lungs, it has 
 lost its fitness to be breathed ag^n. 
 
 Hence it must be bad for the health to 
 breathe the air of crowded rooms, where fresh 
 air is excluded. It is bad to sit in a small room 
 which has no chimney ; it is even worse to 
 sleep in a room where there is no chimney ; 
 the merest flaw in the window, or the door set 
 open a little way, will be quite enough to 
 secure a current of fresh air. 
 
 Persons who have taken the embers of char-
 
 INTERMEDIATE READER. 
 
 101 
 
 coal into their bed-chamber, which had no 
 chimney in it, have been found dead in the 
 
 mornmo:. 
 
 LESSON XXIX. 
 
 Artery ter 9. 
 
 Tube u 17. 
 
 Kinds ndz .... 74. 
 
 Called Id 46. 
 
 Crimson. . . . zn 201. 
 
 Means . . . .nz 95. 
 
 Body 6 15. 
 
 Frame. . . .fi- 205. 
 
 Parts rts 125. 
 
 Pulse Is 58 
 
 Arteries and Veins. 
 
 » 
 
 Artery means a tube for the blood in the 
 bodj of an animal or insect. There are two 
 kinds of tubes for the blood in the human 
 frame ; the one kind called arteries, and the 
 other called veins. 
 
 The arteries carry the blood from the heart 
 to all parts of the body, and the veins bring the 
 blood from all parts of the body to the heart. 
 
 The [)lood in the arteries is red ; in the veins 
 it is crimson. The arteries have a pulse ; the 
 veins nave no pulse. 
 
 These are veins which 1 see in the back part 
 of my hand, and tliis is an artery which I feel 
 at my wrist. 
 
 10*
 
 wz 
 
 INTERMEDIATE READER. 
 
 LESSON XXX 
 
 Born rn 116. 
 
 Never er 9. 
 
 Violets its 162. 
 
 Used zd 166. 
 
 Fever er 9. 
 
 Affii^^st .... enst. . . . 88. 
 
 Peeping. . . . ing .... 70. 
 
 Wink ngic 81. 
 
 Built It 00. 
 
 Swallows. . . 02 12. 
 
 Dark rk 105 
 
 Ignorance . . anse. ... 4. 
 
 Rememhraiices of Home. 
 
 I REMEMBER, I remember 
 
 The house where I was born ; 
 The little window where the sun 
 
 Came peeping in at morn ; 
 He never came a wink too soon, 
 
 Nor brought too long a day ; 
 But now, I often wish the night 
 
 Had borne my breath away. 
 
 I remember, I remember 
 
 The roses, red and white. 
 The violets, and the lily cups — 
 
 Those flowers made of light ; 
 The lilacs, where the robins built, 
 
 And where my brother set 
 The laburnum, on his birthday — 
 
 The tree is living yet !
 
 INTERMEDIATE READER. 
 
 103 
 
 I remember, I remember 
 
 Where I was used to swing, 
 And thought the air would rush as fresh 
 
 To swallows on the wing ; 
 Mj spirit flew in feathers then 
 
 That is so heavy now. 
 And the summer pool could hardly cool 
 
 The fever on my brow. 
 
 I remember, 1 remember 
 
 The fir-trees, dark and high ; 
 I used to think their slender spires 
 
 Were close against the sky : 
 It was a childish ignorance ; 
 
 But now, 'tis little joy- 
 To know I'm farther off from heaven 
 
 Than when I was a boy. 
 
 LESSON XXXI 
 
 ManiMt . . . ner 9. 
 
 Friends . . ndz 74, 
 
 Contrary. . Tcon'tra-ry. a. 
 
 Jostle . . . .jos'sl 186. 
 
 Dangerous . er 9. 
 
 Readinof. . inff 76. 
 
 Courtesy . . . ker .... 9. 
 
 Told Id 46. 
 
 Rules u 20. 
 
 Turns rnz 118. 
 
 Bustle si. 186. 
 
 Person sn 190.
 
 104 INTERMEDIATE READER. 
 
 Manner is a Great Matter. 
 
 When you meet a man or woman whom 
 you know, if you do not stop to speak, you 
 should bow or courtesy. This is civil and 
 pleasing. Avoid rudeness to passers-by in the 
 street. You know, my young friends, that it 
 is ill bred to enter a church or a school with 
 your hat or cap on your head ; and I think you 
 hardly need be told that it is ill bred to enter 
 a dwelling-house with your hat on. 
 
 You know it is contrary to school rules to 
 make unnecessary noise there ; it is also ill 
 bred. It is ill bred to interrupt your school- 
 mates, to crowd before them, to tread upon 
 their feet, or to jostle them. 
 
 If you do this accidentally, good manners 
 require you to say, " I am sorry ; " or, " I beg 
 your pardon." Even in these seemingly small 
 matters, it is the " soft answer that turns away 
 wrath." 
 
 Quiet manners are every where a mark of 
 good breeding, — at home and abroad, in the 
 house and in the street. If you hear men or 
 women in public talking much and loudly of 
 themselves and their own affairs, set tliem 
 down as ill bred, however finely they may be 
 dressed.
 
 INTERMEDIATE READER. 105 
 
 If there are any among my readers who are 
 in the practice of jumping up behind omnibuses 
 and other carriages, I beg them to discontinue 
 it ; for it is dangerous as well as vulgar. It is 
 a small fraud, and may lead to a greater. 
 
 Do not deface walls, doors, or door-steps, 
 with writing on them. It is ill bred to shuffle 
 your feet, to dn-um with your fingers, to put 
 them in yeur ears or your mouth, to bite your 
 nails, or to have any tricks with your hands. 
 
 It is ill bred to walk heavily, to slam doors, 
 to make any unnecessary bustle or disturbance. 
 
 It is ill bred to use slang words or phrases. 
 Indecent and profane expressions are some- 
 thing far worse than ill bred ; they indicate 
 that you do not reverence God, nor respect 
 man. But they are also vulgar. Profane and 
 indecent words degrade you. If you respect 
 yourselves, you will not use such language, nor 
 will you listen to it. 
 
 It is ill bred, uninvited, to look over a person 
 who is writing, or reading a book or a paper, 
 or, without special reason, to speak to a person 
 so occupied, or to take up another's book, 
 paj)er, or pen, without leave. 
 
 It is ill bred and bad taste to speak too loud, 
 or too fast, or too much ; and good manners is
 
 106 
 
 INTERMEDIATE READER, 
 
 it, to look the person speaking to you in the 
 eye, and to listen attentively. 
 
 LESSON XXXII. 
 
 Round ncl. . . . 73. 
 
 Whirl erl... 109. 
 
 Glittering. . . ter . . . 9. 
 Solemn e 8. 
 
 Elves Ivz. 
 
 Spray spr. 
 
 Pearls rlz. 
 
 Temples. . .ph. 
 
 .64. 
 . 212. 
 . HI. 
 .184. 
 
 Winter. 
 
 The merry snow, the merry snow. 
 How round and round the white flakes go ! 
 Like little winged elves they fly, 
 hi frolic dance, so wild and high. 
 
 It makes me laugh to see them whirl 
 Round every spray a spiral curl. 
 And build a tower on every jut, 
 And on each post a night-cap put. 
 
 And when his rays the sun unfurls. 
 And shows the ghttering rows of pearls 
 Hung round the trees in grand array, 
 Old Winter gives a gala day.
 
 INTERMEDIATE READER. 
 
 107 
 
 We'll honor him with solemn show, 
 And build him temples all of snow — 
 Bring icicles for offerings, 
 For soon March-wind his requiem sings. 
 
 . LESSON XXXIIl. 
 
 Summers . . . merz ... 9. 
 Grieved . ... vd .... ^ 163. 
 
 Speaking . . .ng 76. 
 
 Fatigued . . . tegd. . . . 145. 
 
 Lessons .... snz 19L 
 
 Learned. . . . rnd 117. 
 
 Forget e 8. 
 
 Certainly. . .tin . . . .\\. 
 
 Sports rts 125. 
 
 Amusement, e 8. 
 
 Elands .... ndz .... 74. 
 Rambled .. .hid 168. 
 
 The Long Play-Day. 
 
 " O MOTHER," said Ned Willis, one bright 
 summer's morning, as he ran down stairs with 
 his little sail-boat in his hand — " O mother, do 
 let me play all day to-day. I want to sail rny 
 boat, and fly my kite, and do a great many 
 other things," 
 
 "You forget, my child," said Mrs. Willis, 
 " that your teacher will expect you at school." 
 
 " School ! Dear me, that old school ! 1 
 wish there were no such word as school, — 
 t-k-u-l-e., school. I wonder what such places
 
 108 INTERMEDIATE READER. 
 
 were ever made for," muttered Ned, with a 
 very cross look. 
 
 " To teach yon to spell better than you do 
 now," said his mother, " and to be more obe- 
 dient and industrious. You have often grieved 
 me, Edward, with your wish to stay from 
 school, and play. To-day, I will grant your 
 wish, as a punishment. 
 
 "You must not go to school, nor do any 
 work to-day. Go and play in the fields, spend 
 your time in any way you like ; only remem- 
 ber, you must not do any thing which can in- 
 jure another. Be careful to commit no other 
 sin than wasting your time, for that is certainly 
 enough, and you will find that it brings with it 
 its own unhappiness." 
 
 Edward waited only till his mother ceased 
 speaking, and then he bounded away into the 
 fields and woods, followed by his faithful Ponto. 
 He could not believe it possible that he would 
 be less happy at play than at school, and was 
 almost overjoyed to think his mother had given 
 him so much time for his sports. 
 
 " What a nice punishment ! " said he to him- 
 self, " to play all the long day, and not have a 
 lesson to recite ! I would be naughty very 
 often, if I could get punished in this way
 
 INTERMEDIATE READER. l?9 
 
 always. But I wisli the other boys were here 
 to play with me." 
 
 The morning passed rapidly away amid his 
 sports ; bat, before noon, he began to be 
 fatigued. He had watched his little boat, 
 played with his ball, trundled his hoop, and 
 chased butterflies, until play had ceased to be 
 amusement. Even flying his kite, which before 
 had seemed a never-faihng resort, now seemed 
 wearisome ; and Ponto was nearly as tired as 
 his young master. 
 
 Edward sat listlessly down in the shade, and 
 began to think what a long time must pass 
 before night. He had usually so much to do, 
 so many lessons to learn, and so many little 
 errands to do for liis friends, that the hours 
 passed rapidly away. Now it seemed as if it 
 never would be night. 
 
 When he went home to dinner, he felt a 
 secret wish that his mother would propose his 
 going to school in the afternoon ; but he did not 
 like to ask her, and she wisely thought it was 
 better for him to stay away, until he had learned 
 how great a blessing it was to attend. 
 
 " Do you not wish me to do some message 
 for you, mother ? " said he, after dinner. 
 
 " No, Edward ; this is your play-day ; enjoy 
 it as much as possible," said his mother, gravely. 
 10
 
 110 
 
 INTERMEDIATE READER. 
 
 Edward turned sadly away, and rambled 
 back to tlie field with very different feelings 
 from those with which he started in-the morn- 
 ing. 
 
 He had been an idle boy ; he had grieved 
 his parents often by teasing to stay at home 
 when he should be at school ; and once or 
 twice had even been so wicked as to play 
 truant. But now he felt as if he would be 
 glad to get back to school. He seated himself 
 beneath a large oak-tree, and there remained 
 through the afternoon. 
 
 LESSON XXXIV. 
 
 Fatigue teg .... 7. 
 
 Aroused . . . . zd 166. 
 
 Moment . . . . e 8. 
 
 Surprised. . . se?* 9. 
 
 Convinced . . nst 88. 
 
 Forgotten. - . d 15. 
 
 Whistling ..si 186. 
 
 Next ksf 149. 
 
 Arm rm 113 
 
 Get e 8. 
 
 Pleasant . . . aiit 4. 
 
 Over ver 9. 
 
 Haio the Long Play-Day ended. 
 
 Fortunately, Edward's fatigue, together 
 with the heat of the day, made him feel 
 sleepy, and he spent an hour or two of the tmie
 
 INTERMEDIATE READER. Ill 
 
 in a deep slumber ; but, even with whistling, 
 singing, and flinging stones into the river, he 
 found the time passed slowly. 
 
 He was, at length, aroused by a glad voice 
 among the trees and bushes near, singing, 
 "Away to school ! " 
 
 " There's Willie Ashton," he exclaimed, with 
 sudden joy, springing up to meet his playmate. 
 
 The next moment, William Ashton came 
 up, with a light step, bearing a basket of 
 flowers on his arm. He was a noble-looking 
 lad, some years- older than Edward, and with a 
 much more thoughtful countenance. He looked 
 surprised when he saw Edward, and said, with 
 a very serious voice, " Why, Ned, I am sorry to 
 see you here. Why have you not been to 
 school to-day?" 
 
 " O, mother gave me leave to go and play," 
 said Ned, looking quite ashamed. 
 
 " Well," said William, " I cannot think you 
 have enjoyed it as much as if you had been 
 at school. We had a first-rate time at recess 
 to-day. Then, too, we all had good lessons, 
 and our teacher praised us, and looked so 
 happy ! And see, 1 have filled my basket with 
 flowers for sister Jane. You know she has 
 been sick, and I get her some every night as 1 
 go home, they please her so much."
 
 112 intermkdiatj: header. 
 
 " I wisli I was as good a boy as you are, 
 William," said Ned, thoughtfully. 
 
 " I did not love study any better than you 
 now do, until after I began to attend Sabbath 
 school," said William. " My teacher there 
 talked with me about it, and told me God had 
 given me a mind that I might get knowledge, 
 and I ought to use it for some good purpose. 
 Then I determined to try, and now I love to 
 attend school, and learn all I can." 
 
 "But I never attended Sabbath school," 
 said Ned ; " I always thought it was a dull 
 place, and it was bad enough to have to go to 
 school other days." 
 
 " That is a mistake," replied William ; " and, 
 if you will go with me next Sabbath, you will 
 be convinced it is very pleasant." 
 
 I have not room to write down all they said. 
 William talked long and earnestly with his 
 young companion, while the hoop and kite 
 were forgotten, and Ponto stood by, looking as 
 if he understood every word. 
 
 Edward was soon a happy Sunday-school 
 boy. When he was old enough, he became a 
 teacher in the same school ; and now he is a 
 minister of the gospel, preaching in a town 
 near by. 
 
 He often walks, with William Ashton, to
 
 INTERMEDIATE READER. 
 
 113 
 
 the place where they met that summer day, 
 and, as they talk over their boyhood's hours, 
 he thanks William, again and again, for per- 
 suading him to attend the pleasant Sabbath 
 school. 
 
 LESSON XXXY. 
 
 Evening . . 
 Wandered 
 Dwellings. . 
 Minstrel's. . 
 Shrill 
 
 • ng. . 
 . derd 
 
 ■ »gz ■ 
 . strelz 
 . shr. . 
 
 ..76. 
 . -. 99. 
 ..78. 
 . . 65. 
 . .210. 
 
 Mountains . 
 Spread . . . . 
 Sounds . . . . 
 Whistle . . . 
 
 Lark's 
 
 Durst 
 
 Mirth 
 
 m-Side. 
 
 . finz . 
 . spr . 
 . ndz. . 
 .si... 
 . rics . . 
 . rst . . 
 . rth . . 
 
 ..11. 
 .212 
 
 . 74. 
 
 . . 186 
 
 . 106 
 
 Listened. . . 
 Inwards . ... 
 
 . S7ld . 
 
 . rdz. . 
 
 . . 192. 
 . . 100. 
 
 ..123 
 . 126 
 
 
 
 The Se 
 
 
 One evening, as the sun went down. 
 Gilding the mountains bare and brown, 
 
 I wandered on the shore ; 
 And such a blaze o'er ocean spread, 
 And beauty on the meek earth shed, 
 
 I never saw before. 
 
 I was not lonely ; dwellings fair 
 Were scattered round and shining there ; 
 10*
 
 114 INTERMEDIATE READER. 
 
 Gay groups were on the green 
 Of children, wild with reckless glee, 
 And parents that could childlike be 
 
 With them and in that scene. 
 
 And on the sea, that looked of gold, 
 Each toj-like skiff and vessel bold 
 
 Glided, and yet seeme'd still ; 
 While sounds rose in the quiet air. 
 That, mingling, made sweet music there, 
 
 Surpassing minstrel's skill ; — 
 
 The breezy murmur from the shore, 
 Joy's laugh reechoed o'er and o'er 
 
 Alike by sire and child. 
 The whistle shrill, the broken song, 
 The far-off flute-notes lingering long, 
 
 The lark's strain rich and wild. 
 
 I looked, I listened, and the spell 
 Of music and of beauty fell 
 
 So radiant on my heart, 
 That scarcely durst I really deem 
 What yet I would not own a dream, 
 
 Lest, dream-like, it depart. 
 
 'Twas sunset in the world around ; 
 And, looking inwards, so I found
 
 INTEKMEDIATE READER. 
 
 115 
 
 'Twas sunset in the soul ; 
 Nor grief nor mirth was burning there, 
 But musings sweet, and visions fair, 
 
 In placid beauty stoic. 
 
 But moods like these, the human mind, 
 Though seeking oft, may seldom find. 
 
 Or, finding, force to stay ; 
 As dews upon the drooping flower. 
 That, having shone their little hour. 
 
 Dry up, or fall away. 
 
 But, though all pleasures take their flight, 
 Yet some will leave memorials bright 
 
 For many an after y-ear ; 
 This sunset, which dull night will shade. 
 These visions, that must quickly fade. 
 Will half-immortal memory braid 
 
 For me, when far from here. 
 
 
 LESSON 
 
 Watery . . 
 
 ..ter 9. 
 
 Morals. . . 
 
 . . alz 65. 
 
 Borrow . . 
 
 ..ro 12. 
 
 Rules . . . 
 
 ..u 20. 
 
 Regard. . 
 
 ..rd 99. 
 
 Born. . . . 
 
 .rn 116. 
 
 XXXVI. 
 
 Links nglis .... 82. 
 
 Wisest. . . . est 8. 
 
 Certain. . . ser 9. 
 
 Property. . er 9. 
 
 Reasons . , snz 191. 
 
 Giver er 9.
 
 116 INTERMEDIATE READER. 
 
 Lesser Morals. 
 
 " Despise not little sins ; the gallant ship may sink, 
 Thougli only drop by drop the watery tide it drink." 
 
 There are connecting links between man- 
 ners alid those virtues sometimes called the 
 lesser morals. 
 
 Some persons will saj to you, " Neither a 
 borrower nor a lender be." But the wisest 
 teacher and the surest guide says, "From 
 him that would borrow of thee, turn not 
 away." And surely it is better to be a loser 
 by the confidingness of borrowing and the gen- 
 erosity of lending, than to become selfish and 
 unsocial. 
 
 Observe certain rules in borrowing. Bor- 
 row seldom, and return punctually. Be care- 
 ful in no way to injure the property you bor- 
 row. You cannot cultivate a too sacred regard 
 to the rights of property. 
 
 In refusing an application, give your reasons, 
 but speak gently. This speaking gently will 
 do much for your peace and happiness in life. 
 There is hardly a disposition so rough, a tem- 
 per so hot and hasty, that it cannot Ibe softened 
 and pacified by gentleness. 
 
 Let me entreat you to observe the lesser 
 morals, as well as good manners at home.
 
 INTERMEDIATE READER. 
 
 117 
 
 They should grow in the home field ; and, 
 if practised there, they will become habits — 
 sitting so naturally and gracefully on you, that 
 it will seem as if they were born with you. 
 
 When you receive a favor, small or great, do 
 not omit some suitable expression of gratitude 
 for it. A gift, however small the value, implies 
 kindness in the giver, and therefore should call 
 forth a grateful feeling, and the grateful feeling 
 should be expressed. 
 
 You may not be rich; you may not have 
 one penny ; but you all have opportunities of 
 doing small kindnesses ; and these, after all, 
 make up the sum of life. 
 
 LESSON XXXVII. 
 
 Acts Ids 151. 
 
 Street sir 213. 
 
 Answered . . serd .... 9. 
 
 Dozen zn 201. 
 
 Raleigh's . . a 3. 
 
 Asked sht 154. 
 
 Said sed 8. 
 
 Perplexed. .Test 149. 
 
 Begged. . . . gd 145. 
 
 Courtesy . . ker 9. 
 
 Lesser Morals. — Acts of Kindness. 
 
 If you are asked for a direction on a coun- 
 try road, or in a city street, give it carefully,
 
 118 INTERMEDIATE READER. 
 
 and as accurately as you can, and give it 
 civilly. 
 
 A woman met three boys in Broadway, near 
 Pearl Street. They were coming from school. 
 "Can you tell me," she asked, "the way to 
 Vandain Street ? " 
 
 One looked up in her face, and made no 
 reply. The second ran on, kicked up his heels, 
 and shouted, " Vandam Street, hey. Bill ! " 
 The third stopped, and said, " Turn down 
 Pearl Street, and go on till you come to Van- 
 dewater Street. It must be Vandewater Street 
 you want, because Vandam Street is up town." 
 
 " Which is Pearl Street ? " asked the woman. 
 " The second or third street from here," he an- 
 swered ; " you will see the name on the 
 corner." 
 
 " Thin I am niver the one that can read it," 
 she said ,• " and my sister will be dead before 
 I get to her." 
 
 The boy saw that the poor woman w^as dis- 
 tressed and perplexed, and he said kindly, " I 
 will show you the way." And he actually 
 turned back, and went with her to the cornei 
 of Vandewater Street. * 
 
 This was no great action, but it showed the 
 boy kind and unselfish. It was never for- 
 gotten.
 
 INTERMEDIATE READER. 119 
 
 The streets are now filled with meltino; 
 snow, and the gutters obstructed and over- 
 flowed. A lady was standing at a corner yes- 
 tecday, past which a stream of water rushed, so 
 wide that she could not step over it. Half a 
 dozen boys stood at the opposite corner,- laugh- 
 ing at her dilemma. 
 
 One of them stepped from among his com- 
 panions, and, too manly to care for their laugh, 
 took a board that was lying over the gutter 
 where he stood, carried it across the street, laid 
 it^dowir for the lady to pass over, brought it 
 back, and landed her on the walk near the 
 boys. They walked so quietly away, that 1 
 trust the gentlemanly conduct of their compan- 
 ion did them good. 
 
 Last winter, an elderly lady met with a sim- 
 ilar obstruction. A laboring man was passing. 
 There was no plank at hand. He set his foot 
 in the water for a stepping-place, and, extend- 
 ing his hand to her, begged her to put her foot 
 on his. 
 
 You may have heard of Sir Walter Raleigh's 
 gallantry to Queen Elizabeth — how he threw 
 tfle cloak from his shoulders into the mud for 
 her to step upon. We think our American la- 
 borer's courtesy exceeded even Sir Waltef 
 Raleigh's.
 
 120 
 
 INTERMEDIATE READER. 
 
 1 will give jou one more example, my young 
 friends, of the courtesy I wish you to adopt. 
 
 I saw yesterday two boys, just let out of a 
 public school, running into Washington Park. 
 One was pursuing the other. The fust pushed 
 past a lady, who was just entering the gate, 
 and let the gate slam after him. The other 
 boy, apparently not less eager, opened the gate, 
 and held it open till the lady had passed 
 through. The boy was off before the lady had 
 time to thank him. 
 
 LESSON XXXVIII. 
 
 Mourner . 
 
 . rn. . . . 
 
 ..116. 
 
 Smiled . 
 
 ...Id... 
 
 .46. 
 
 Used 
 
 .zd. .. 
 
 . . 166. 
 
 'Join . . . 
 
 . . . oi. . . 
 
 .21. 
 
 Observed. . 
 
 . rvd. . . 
 
 . . 129. 
 
 Hollow . 
 
 ...16... 
 
 .12. 
 
 Next 
 
 . Jest. . . 
 
 . . 149. 
 
 Morn . . 
 
 . . . rn. . 
 
 .116 
 
 Again . . . . 
 
 . en. . . 
 
 ..8. 
 
 Tears. . 
 
 . . . rz. . 
 
 .132 
 
 The Young Mourner. 
 
 Leaving her sports, in pensive tone, 
 'Tw^as thus a fair, young mourner said : 
 
 " How sad we are now w^e're alone ! 
 I wish my mother was not dead.
 
 INTERMEDIATE READER. 121 
 
 •' I can remember she v/as fair, 
 
 And how she kindly looked and smiled ; 
 When she would fondly stroke my hair, 
 
 And call me her beloved child. 
 
 " Before my mother went away, 
 You never sighed as now you do ; 
 
 You used to join us at our play. 
 And be our merriest playmate too. 
 
 '' Father, I can remember when 
 1 first observed her sunken eye, 
 
 And her pale, hollow cheek ; and then 
 I told my brother she would die. 
 
 " And the next morn they did not speak, 
 
 But led us to her silent bed ; 
 They bade us kiss her icy cheek. 
 
 And told us she indeed was dead. 
 
 " O, then I thought how she was kind, 
 My own beloved and gentle mother ; 
 
 And calling all I knew to mind, 
 
 I thought there ne'er was such another. 
 
 " Poor little Charles and I, that day, 
 We sat within our silent room ; 
 
 But we could neither read nor play ; 
 The very walls seemed full of gloom. 
 11
 
 122 
 
 INTERMEDIATE READER. 
 
 " I wish my mother had not died ; 
 
 We never have been glad since then . 
 They say, and is it true," she cried, 
 
 " That she can never come again ? " 
 
 The father checked his tears, and thus 
 He spoke : " My child, they do not err, 
 
 Who say she cannot come to us ; 
 But you and I may go to her. 
 
 " Remember your dear mother still, 
 And the pure precepts she has given ; 
 
 Like her, be humble, free from ill. 
 
 And you shall see her face in heaven " 
 
 LESSON XXXIX. 
 
 Sparkled . . kid. 
 Large. . 
 Hurrah. 
 Length. 
 Fellow . 
 
 . . 7'dzh. 
 
 . . . a . . . 
 
 . . ngth. 
 
 ..16. .. 
 
 180. 
 
 103. 
 
 2. 
 
 80. 
 
 12. 
 
 Crossings. . 
 
 . ngz. . 
 
 ..78. 
 
 Reversed. . 
 
 .rst. . 
 
 . . 123. 
 
 Pebbles . . 
 
 . biz. . 
 
 ..169 
 
 Umbrella . 
 
 . e. . . . 
 
 ..8. 
 
 Leaves . . . . 
 
 .vz... 
 
 ..164 
 
 TTie Perfect Gentleman. 
 
 One afternoon, in spring, there had been a 
 sudden gust of wind and a slight shower of
 
 INTERMEDIATE HEADER. 123 
 
 rain. It soon passed over ; the sun shone out 
 brightly, and the rain-drops sparkled like dia- 
 monds upon the trees of Boston Common. 
 
 The Boston. boys love the Common, and well 
 they may ; for where could they find a more 
 glorious play-ground ? During the shower, the 
 boys had taken shelter under the trees. As soon 
 as it had passed, they resumed their amuse- 
 ments. 
 
 On one of the crossings, or walks, appeared 
 a small, plainly-dressed old woman, with a cane 
 in one hand, and a large, green umbrella in the 
 Other. She was bent with age and infirmity, 
 and walked slowly. The green umbrella was 
 open, and turned up in the most comical man- 
 ner. The wind had suddenly reversed it, with- 
 out the knowledge or consent of the old lady, 
 and she now held it in one hand, like a huge 
 flower with a long stalk. 
 
 " Hurrah ! hurrah ! " cried one of the boys, 
 pointing to the umbrella ; " mammoth cabbages 
 for sale ! mammoth cabbages ! " 
 
 The whole rabble of boys joined in the cry, 
 and ran hooting after the poor old woman. 
 She looked around at them with grave wonder, 
 and endeavored to hasten her tottering foot- 
 steps. 
 
 They still pursued her, and at length began
 
 124 INTERMEDIATE HEADER. 
 
 pelting with pebbles the upstanding umbrella; 
 some crying, " Mammoth cabbages ! " and 
 others, " New-fashioned sunshades ! " 
 
 She turned again, and said, with tears in her 
 eyes, " What have I done, my little lads, that 
 you should thus trouble me ? " 
 
 " It is a shame," said a neatly-dressed, fine- 
 looking boy, who rushed through the' crowd to 
 the rescue of the poor woman. 
 
 "Madam," said he, "your umbrella has 
 turned in the wind ; will you allow me to close 
 it for you ? " 
 
 " Thank you," she replied. " Then that is 
 what those boys are hooting at. Well, it does 
 look funny," added she, as she looked at the 
 cause of their merriment. The kind-hearted 
 boy endeavored to turn it down, but it was no 
 easy task ; the whalebones seemed obstinately 
 bent upon standing upright. 
 
 The boys changed the object of their attack, 
 and the -pebbles rattled like hail upon the manly 
 fellow who was struggling to relieve the poor 
 woman from her awkward predicament. 
 
 " You are a mean fellow to spoil our fun," 
 said they, " but you can't do it ; cabbage leaves 
 will grow upwards," 
 
 He, however, at length succeeded, acd, clos-
 
 INTERMEDIATf: READER. 125 
 
 ing the troublesome umbrella, handed it to the 
 old woman with a polite bow. 
 
 " Thank you, thank you a thousand times, 
 sir," said she ; " and I. should like to know your 
 name, that I may repay you whenever I can 
 find an opportunity." 
 
 " By no means," replied he; " I am happy to 
 have rendered you this trifling service ; " and 
 he walked away. " Well," said she, "whoever 
 you are, your father and mother have reason to 
 be proud of you, for you are a gentleman — a 
 perfect gentleman." 
 
 LESSON XL. 
 
 Loving ng. ..... 70. 
 
 Word erd 09. 
 
 Forget e 8. 
 
 Children. . . clren 204. 
 
 Quarrel ... a 5. 
 
 Grant gr S'OtJ 
 
 Brotherly Love. 
 
 The God of heaven is pleased to see 
 A little family agree, 
 And will not slight the praise they bring, 
 When loving children join to sing. 
 11*
 
 126 INTERMEDIATE READER. 
 
 For love and kindness please him more 
 Than if we give him all our store ; 
 And children here, who dwell in love, 
 Are like his happy ones above. 
 
 The gentle child, that tries to please, — 
 That hates to quarrel, fret, and tease, 
 And would not say an angry word, — 
 That child is pleasing to the Lord- 
 
 Great God, forgive, whenever we 
 Forget thy will and disagree ; 
 And grant that each of us may find 
 The sweet delight of being kind. 
 
 LESSON XLI 
 
 Perhaps. . .' . .per 9. 
 
 Discovered . . erd 99. 
 
 Depends .... ndz 74. 
 
 Whilst ht 59. 
 
 Vineyard . . . z 11. 
 
 Gathers .... a 4. 
 
 Thirst erst. . . 123. 
 
 General . . . . ir 9 
 
 Selfishness Unsocial. 
 
 There is, perhaps, no vice which is soonei 
 discovered by the world, or, when discovered,
 
 INTERMEDIATE READER. 127 
 
 more detested, than selfishness. Placed, as we 
 are, in a world where, but by the assistance of 
 others, we can expect neither enjoyment nor 
 happiness, how monstrous appears such a vice ! 
 
 A boy accompanied his father into the vine- 
 yard. He there discovered a bee in a spider's 
 web. The spider was already preparing to kill 
 the bee. But the boy liberated the bee, and 
 destroyed the web of the spider. 
 
 The father of the boy, who saw it, inquired, 
 " How can you esteem the instinct and dexter- 
 ity of this animal so little as to destroy its web, 
 on which so much skill and labor have been 
 bestowed ? Did you not observe with what 
 beauty and regularity the tender threads were 
 arranged ? How can you, then, at the same 
 .time, be so compassionate and yet so severe ? " 
 
 The boy replied, " Is not the ingenuity of 
 the spider wicked ? Does it'not tend to kill and 
 destroy ? But the bee gathers honey and wax 
 in its hive. Therefore I liberated the bee, and 
 destroyed the web of the spider." 
 
 The father commended the Judgment of in- 
 genuous simplicity, which condemns the bright 
 cunning that springs from selfishness and aims 
 at mischief and ruin. 
 
 " But," continued the father, " perhaps you 
 have etill done injustice to the spider. See, Jt
 
 128 INTERMEDIATE HEADER. 
 
 defends our rich grapes from the flies &Aid 
 wasps, with the web which it spins over 
 them." 
 
 " Does it do this," inquired the boy, " to 
 protect the IVuit, or rather to satisfy its own 
 thirst for blood ? " 
 
 " True," answered the father, "they concern 
 themselves but little about the grapes." 
 
 " O," said the boy, " the good which they 
 practise without designing it, is of no value. 
 A good motive is all that makes a good action 
 estimable and lovely." 
 
 "Very true," said the father; "our thanks 
 are due to God, who knows .how to employ 
 what is vicious and unfriendly in the preserva-' 
 tion of what is good and useful." 
 
 Then the boy inquired, " Why does the spi- 
 der sit alone in its web, whilst the bees live to- 
 gether in social union, and work for general 
 good? . Thus the spider ought to make a large 
 common net." 
 
 " Dear child," rephed the father, "wmm'can, 
 with safety, unite only in a noble design. The 
 alliance of wickedness and selfishness ca.a'es 
 the seed of ruin in itself."
 
 INTERMEDIATE READER. 129 
 
 
 LESSON XLII. 
 
 
 
 'Neath . . . 
 
 ..th 40. 
 
 Going . . . . 
 
 .ng... 
 
 ..7C. 
 
 Before . . . 
 
 ..e 7. 
 
 Swallows . 
 
 .6z. , . 
 
 ..12. 
 
 Seek'st .. 
 
 . . lest 149. 
 
 Ask 
 
 . sk. . . 
 
 ..152 
 
 Voices from Nature. 
 
 CHILD. 
 
 River, river, stop and tell me, 
 Whither going with such speed ? 
 
 RIVER. 
 
 No, I cannot stop, for onward 
 I must go, the sea to feed. 
 
 I am one with many others, — 
 To the same great deep we go, 
 
 Pouring into it forever ; 
 Yet it doth not overflow. 
 
 CHILD. 
 
 Little brook, stay still a moment. 
 Dancing 'neath the summer sun, 
 
 With such sweet and pleasant music ; 
 Tell me, whither do you run ? 
 
 BROOK. 
 
 I am hastening to the river, 
 And I cannot longer stay :
 
 I »'0 INTERMEDIATE HEADER. 
 
 I am one with many others, 
 Who must feed it day by day. 
 
 CHILD. 
 
 Little rill, which down the mountain, 
 Like a silver thread, dost flow. 
 
 Tell me now, before you leave me. 
 Why you are in haste to go. 
 
 RILL. 
 
 Downward, downward, little maiden. 
 
 Is a voice that bids me speed. 
 Where a little brook is waiting. 
 
 Which my limpid drops must feed. 
 [ am one with many others, * 
 
 And when spring's first hours awake, 
 Into life and motion springing. 
 
 To the plains our course we take. 
 
 CHILD. 
 
 ilain-drops, which so fast are falling, — 
 Patter, patter on the ground, — 
 
 Much I love to stand and watch you ; 
 Much I love your merry sound ; 
 
 But, I pray you, stop and tell me, 
 On what mission are you bound ''-
 
 INTERIHEDIATE READER. 131 
 
 RAIN. 
 
 Humble as my mission seemeth, 
 Maiden, to your thoughtful eye, 
 
 Yet for good, by God's appointment, 
 Drop by drop, I fall from high ; 
 
 And, without me, mightiest rivers 
 Soon would leave their channels dry 
 
 Musing, then, the little maiden 
 
 Inward for a moral turned ; 
 Where, to light the spirit-temple. 
 
 Truth upon the altar burned. 
 " Rain," she said, " from heaven descending, 
 
 Feeds the little mountain rill : 
 Onward, onward, all are hastening, 
 
 Never for a moment still. 
 Rill, and brook, and mighty river. 
 
 All to the deep ocean go ; 
 All, the thirsty ocean swallows, 
 
 Yet it doth not overflow." 
 
 Child, that seek'st from this a moral, 
 Ask of truth, and thou shalt know.
 
 132 INTERMEDIATE READER. 
 
 LESSON XLIII. 
 
 Coming hig 7G. 
 
 Don't 6 12. 
 
 Truth n 20. 
 
 Nothing 6 IC, 
 
 Just u 18 
 
 Repaired . . . . rd. .... 99. 
 
 The Tivo Gardeners. 
 
 Two gardeners, who were neighbors, had 
 their crops of early peas killed by the frost. 
 One of them came to condole with the other 
 on their misfortune. 
 
 " Ah ! " cried he, " how unfortunate we have 
 been, neighbor ! Do you know, I have done 
 nothing but fret ever since ? But, ho'^ is this ? 
 you seem to have a fine, healthy crop coming 
 up just now. What are these ? " 
 
 " These ! " cried the other gardener ; " why, 
 these are what I sowed immediately after my 
 loss." 
 
 " What ! coming up already ? " cried the 
 fretter. 
 
 " Yes, while you were fretting, 1 was work- 
 ing." 
 
 " What ! and don't you fret when you have 
 a loss ? " 
 
 ^' Yes, but 1 always put it off until I have 
 repaired the mischief."
 
 INTERMEDIATE READER. 133 
 
 " Why, then you have no need to fret at 
 all." 
 
 " True," replied the industrious gardener, 
 " and that is the very reason for putting it off; 
 in truth, it is very pleasant to have no longer 
 reason to think of misfortunes ; and it is aston- 
 ishing how many might be repaired by a little 
 alacrity and energy." 
 
 LESSON XLIY, 
 
 [In eachf of the following sentences, the words in Italics 
 are contrasted ; the one begins with the aspirate h, the 
 other does not. The pupil should be careful to sound 
 the h distinctly whenever it occurs in these Exercises.] 
 
 Exercise on Aspiration. 
 
 In the ardor of a race, a horse is likely to 
 run harder than when he is only exercising. 
 
 He must be heartless who would wrong an 
 artless child. 
 
 A sailor is used to cry out, " Haul away," 
 and a cobbler to work with an awl. 
 
 The sharper an axe is, the cleaner it cuts ; 
 the blunter it is, the more it hacks. 
 12 ^
 
 134 INTERMEDIATE READER. 
 
 Many a city-bred man would be too great a 
 coward to pass tlu'ough a field, in which cattle 
 were grazing ; while the cowherd does it daily 
 without thinking of danger. 
 
 A good girl may err through ignorance ; but 
 then she will be ready to acknowledge her 
 fault, and to make amends for it. 
 
 It must be very pleasant to visit the high- 
 la7ids and islands of Scotland. They contain 
 many high hills and mountains, and romantic 
 views, that cannot fail to charm the eye of the 
 traveller. 
 
 I have bought a hoe to dig up the weeds in 
 my garden, and I owe the hardware dealer for 
 it ; and he owes the draper for a pair of cotton 
 hose. 
 
 It is not usual for ivhales to visit the coast 
 of Wales ; but seals and porpoises are often 
 found there. 
 
 My father sends his razor to the cutler's to be 
 sharpened, because he has not a hone of his 
 own, on which to whet it. 
 
 The way to make curds and whey, is to put 
 a little rennet into milk that is warm, and let 
 it stand till it is cool. 
 
 By means of a barometer or weather glass, 
 you can judge whether it will rain or not. 
 
 I was looking all about the h<ill for my ring
 
 INTERMEDIATE READER. 135 
 
 • 
 
 that I dropped, and Charles did not tell me 
 that he had it in his hand all the while. 
 
 At the end of our garden there is an arbor, 
 from which we can see the ships in the harbor. 
 
 In going through a ploughed field, with my 
 bow and arrow, I stumbled and fell against a 
 harrow. 1 struck my arm, and it hurt me a 
 good deal at the time ; but I hope no harm will 
 come of it. 
 
 As my aunt, has many choice flowers in her 
 garden, she keeps it locked, that the idlers who 
 haunt the neighborhood may not take them. 
 
 A timid lady, who was riding in a chaise near 
 a cliff, told the driver to eome away from the 
 hedge, and keep close to the edge. The driver 
 did as he was ordered ; but, as the lady became 
 greatly alarmed, he found that she meant to 
 tell him to keep away from the edge, and go 
 close to the hedge. 
 
 If you put a conch-shell to your ear, you will 
 hear a noise something hke the distant roaring 
 of the sea. 
 
 When George is playing at cricket, he is 
 very good at bowling others oul ; but when it 
 IS his turn to strike the ball, he can hardly ever 
 hit it. . 
 
 Farmers, in the old country, sometimes leave 
 a hole in their barns, that the owl may fly in
 
 136 INTERMEDIATE READER, 
 
 • 
 
 and catch the mice that feast upon the corn ; 
 and they keep watch-dogs that bark and howl^ 
 when any thing is the matter. 
 
 By means of heat we cook our food, and so 
 render it fit for us to eat. 
 
 Having eaten too much hash for dinner, I 
 was so ill, that, in walking up the hill, I was 
 glad to rest under a stately ash, instead of 
 taking a long walk, as I intended. 
 
 When. several words in succession begin with 
 the same letter, it is called Alliteration. A 
 remarkable instance of it occurs in respect to 
 Wolsey, who, from . a butclier's son, became 
 archbishop of York. Of him it is said, — 
 
 " Born tb be a butcher, but b\' bishops bred, 
 How haughtily his highness holds his head ! 
 
 LESSON XLV 
 
 Equal a 4. 
 
 Different ftr 9. 
 
 Wants nts 90 
 
 Noblest ... .e 8. 
 
 Parted rt 124 
 
 Worn rnf! . . . 116, 
 
 The Old Man and his Three Sons. 
 
 An aged father, tired of care, 
 
 To his three sons his wealth confided,
 
 INTERMEDIATE READER. 137 
 
 To each an ample, equal share, 
 
 And thus for all then* wants provided ; 
 
 But one rich treasure still remains — 
 A splendid diamond, bright and rare : 
 
 Each of the sons has equal claims ; 
 But which shall add it to his share ? 
 
 At last the aged sire decreed 
 
 The costly jewel to bestow 
 On him, who, hy the noblest deed, 
 
 To it the fairest claim should show. 
 The brothers then shook hands and parted, 
 And different ways to travel started. 
 
 When three short moons had waxed and waned 
 
 Back came the brothers, safe and well. 
 The eldest of the three proclaimed 
 
 His birthright first his tale to tell. 
 " Listen," he cried : " a stranger met, 
 
 And trusted to me all his store ; 
 Surety nor pledge I gave, but yet 
 
 Returned all safely as before. 
 
 " Say, was not this a worthy deed ? " 
 His quick assent the father gave . 
 
 " Of honesty you win the meed ! 
 Who had not done so were a knave. 
 12*
 
 138 INTERMEDIATE READER. 
 
 'Tis our mere duty honesty to show; 
 A noble action this falls far below." 
 
 The second said, " Forth as I went, 
 Sudden a child in a deep river fell ; 
 
 Quick in the flood I leaped with kind intent, 
 And from the water bore it safe and well. 
 
 An assembled village saw the action done, 
 
 And heaped their fervent praises on your son." 
 
 "Brave was the deed, my son, and kind ; but you 
 Did but what all, as men, are bound to do." 
 
 The third son spoke : " One hot and sultry day, 
 1 came where, worn with watching by his 
 sheep, 
 
 My deadly foe, in slumber, near me lay. 
 Close to the brink of a most frightful steep. 
 
 " No one was near, no eye was there but mine : 
 Gently I woke him, and from danger drew." 
 
 The father's eyes with joy and rapture shine ; 
 " 'Twas nobly done ; the ring belongs to you." 
 
 Favors on friends 'tis easy to bestow ; 
 Noble the deed to benefit a foe.
 
 INTERMEDIATE READER. 
 
 139 
 
 LESSON XLVI 
 
 Sofa 12. 
 
 Something . . ng 76. 
 
 Tastes sts 158. 
 
 Different. . . . ent 8. 
 
 Due u 17. 
 
 New u 1>. 
 
 Fruits u 20. 
 
 Been l 11. 
 
 Care a 6. 
 
 Were iver 9. 
 
 The Garden. 
 
 " I WISH you would tell me a story, Mary," 
 said little Charlie, in a feeble tone of voice, a§ 
 he was lying quietly upon the sofa. 
 
 Charlie had been sick for several days. He 
 was now better, but still /eit quite weak and 
 languid. He had been trying to play a little, 
 and was " very tired," as he said. So his sister 
 advised him tojie down and rest. 
 
 She had drawn her chair near the sofa, so 
 that, when the little boy looked up, he could 
 see that she was by him ; for she knew that 
 children, when they are unwell, sometimes feel 
 lonely. 
 
 She smiled when Charlie asked her "to te^' 
 a story," and said, " I don't think of any new 
 story now, dear ; but I will tell you something 
 about a pleasant garden, which, I think, will in- 
 terf^t you."
 
 140 INTERMEDIATE READER. 
 
 " Yes, that will do," said Charlie. 
 
 So Mary went on to say, — 
 
 " A great and good king once made a very 
 targe and beautiful garden. He wanted every 
 body that walked in it to be very happy ; so he** 
 planted it with the most fragrant flowers and 
 the richest fruits. 
 
 " To please different tastes, he determined 
 that it should contain every variety of soil ; and 
 he easily accomplished this by some wonderful 
 process, which no one but himself has ever been 
 able to discover. x4nd what, perhaps, is more 
 wonderful still, he created as many different 
 climates as there were soils. 
 
 " And he planted in each of these different 
 soils different kinds of beauteous flowers, and 
 juicy fruits, and nourishing grain, so that the 
 productions of this garden were, almost infinite 
 in variety. 
 
 " And he took great care of the garden, 
 always watering it in due season, and neglect- 
 ing nothing necessary to its cultivation. He 
 employed a great many to work under his di- 
 rections, in dressing and keeping it, but he 
 was himself the head gardener. 
 
 " He superintended every thing. He was 
 never slothful nor weary. He knew that, with- 
 out his constant superintending care, the garden
 
 INTERMEDIATE READER. 
 
 141 
 
 would soon run to waste, that there would be 
 no more 'seed time nor harvest-; ' and he never, 
 for a moment, withdrew that care. 
 
 " So, except where the under-gardeners" 
 , Tailed to observe his directions, it was always in 
 good order, its soil continually growing richer, 
 and its productions improving." 
 
 Here Mary stopped speaking, and Charlie, 
 who had been listening very attentively, half 
 raised himself on his elbow, and said, — 
 
 " 1 know what you mean, sister. The gar- 
 den is our earth, and the good king who made 
 it, and who takes care of it, is God." 
 
 LESSON XLVII 
 
 Fountain . . 
 
 . . tin. . . 
 
 ..11 
 
 Help 
 
 ..Ip... 
 
 ..54 
 
 Influence . . 
 
 . . e. . . . 
 
 ..8. 
 
 Shining . . . ng 76. 
 
 Doth 16. 
 
 Form rm 113. 
 
 Youthful Example. 
 
 What if a little drop should say, 
 
 " So small a drop as I 
 Can ne'er refresh those thirsty fields ; 
 
 I'll tarry in the sky ? "
 
 142 
 
 INTERMEDIATE READER. 
 
 What if a shining beam of noon 
 Should in its fountaiji stay, 
 
 Because its feeble light alone 
 Cannot create a day ? 
 
 Doth not each rain-drop help to form 
 The cool, refreshing shower, 
 
 And every ray of light to warm 
 And beautify the flower ? 
 
 Then let each child its influence give, 
 O Lord, to truth and thee ; 
 
 Then shall its power by all be felt. 
 However small it be. 
 
 LESSON XLVIII. 
 
 Works erks. . . 106. 
 
 Thousands . . andz. . . 74. 
 Convinced . . . 7ist. . . . 88. 
 Conclude. . . . o 15. 
 
 Strings . . . 
 
 .7lgZ. . 
 
 ..78. 
 
 General. . . 
 
 . ei\ . . 
 
 ..9. 
 
 Architect . 
 
 ..Jci... 
 
 .. 11. 
 
 Port 
 
 .rt 
 
 ..124 
 
 The Creator known by his Works. 
 
 In a musical instrument, when we observe a 
 number of strings set to harmony, we conclude 
 that some skilful musician has tuned them.
 
 INTEKJtfEDIATE READER. 143 
 
 When we see thousands of men m a field, 
 marshalled under their respe£;tive colors, all 
 yielding exact obedience, we infer, that there 
 is a general, to whose orders they are subject. ' 
 
 In a watch, when we observe springs, and 
 wheels, great and small, each so fitted as to 
 concur to an orderly motion, we acknowledge 
 the skill of an artificer. 
 
 When we come into a printing-house, and 
 see a vast variety of different letters, so regulat- 
 ed and disposed as to make a book, we are at 
 once convinced that there is some composer, 
 by whose art they were brought into such a 
 frame. 
 
 When we behold a fair building, we con- 
 clude it had an architect ; and when we see a 
 stately ship, completely fitted out and safely 
 conducted to port, we know it had builders and 
 a pilot. 
 
 The visible world is such an instrument, 
 army, watch, building, book, and ship, as un- 
 deniably proves that God was, and is, the tuner, 
 general, and artificer, the architect, and pilot 
 of it. 
 
 Let us, then, acknowledge God in all our 
 ways; let us love, and serve, and praise him 
 as our Creator, Preserver, and constant Bene 
 factor.
 
 144 INTERMEDIATE HEADER. 
 
 LESSON XLIX, 
 
 Surprise ser 9. 
 
 Seeing ng 76. 
 
 Violence . . . . d 12. 
 
 Attempts . . . 7nts 71 
 
 Enjoy e 8. 
 
 Instance .... a 4. 
 
 Pleasure should be sought with Moderation. 
 
 A BOY, pleased with the colors of a butterfly, 
 chased it from flower to flower, with untiring 
 pains. 
 
 First, he tried to surprise it among the leaves 
 of a rose ; then, to cover it with his hat, as it 
 was feeding on a daisy. 
 
 At one time, he hoped to secure it as it 
 sported on a sprig of myrtle ; and, at another, 
 grew sure of his prize, seeing it loiter on a bed 
 of violets But the fickle fly still escaped from 
 his attempts. 
 
 At last, observing it half buried in the cup 
 *of a tulip, he rushed forward, and, snatching it 
 with violence, crushed it in pieces. 
 
 Thus, by his eagerness to enjoy it, he lost 
 the object of his pursuit. 
 
 From this instance young persons may learn, 
 that pleasure is like a painted butterfly ; which, 
 if pursued with moderation, may serve for our 
 amusement ; but which, if embraced with too 
 much ardor, will perish in the grasp.
 
 INTERMEDIATE READER. 145 
 
 LESSON L 
 
 Fellow ...Id 12. 
 
 Nimble. ..hi. 167. 
 
 Errand . . . er-rand. 8, 73. 
 Snarling. . drl. 2, 109. 
 
 Helps Ips 55. 
 
 Something . . Ing. . . . 76. 
 
 Scampers, . . erz 132. 
 
 Rule u 20. 
 
 The Good Boy. 
 
 I'll tell you a story — and what is't about.'' 
 A fine little fellow, called Jeremy Stout ; 
 The best of all boys for frolic and fun, 
 But never, O, never, till work is all done ; 
 And work he begins as soon as it's light, 
 Chops wood, makes a fire, all burning so bright. 
 And puts on the kettle and sweeps the dirt out; 
 A fine little fellow is Jeremy Stout. 
 
 He's nimble and quick, he's careful and wise, 
 He keeps his mouth shut, and opens his eyes ; 
 He works for his father and helps his poor 
 
 mother, 
 And does all he can for sister and brother ; 
 He'll run of an errand before you can wink. 
 He'll know what you want before you can think ; 
 O, I tell you he's worth writing something 
 
 about ; 
 A fine little fellow is Jeremy Stout. 
 13
 
 146 
 
 INTERMEDIATE READER. 
 
 He never gets mad, he never tells lies ; 
 
 If things don't go right, the harder he tries , 
 
 He can play without snarling, or fighting, or 
 
 swearing ; 
 And if somebody does what he feels there's no 
 
 bearing. 
 He says, " If you act so, I'm sure I can't stay ; " 
 And Jeremy laughs, and scampers away ; 
 O, I never saw Jeremy sulking about ; 
 Good-natured and merry is Jeremy Stout. 
 
 Now Jeremy's poor, and wears an old hat, 
 And he's ugly to look at; but who cares for that ? 
 But stop ; is he here ? He's always at school, 
 He learns all he can, and minds every rule ; 
 But no, I don't see him ; he's not here to-day ; 
 So I'll finish at once what I'm going to say — 
 That of all the good boys I know hereabout, 
 The one we love best is Jeremy Stout. 
 
 LESSON LI 
 
 Dressed . . . st 157. 
 
 Animals . . . ah 65. 
 
 Purpose. . .per-pus. . 18. 
 
 Busy hiz-zy. . . 11. 
 
 Warble ...r. ......32. 
 
 Tribes . 
 Were . . 
 Fields . 
 Making 
 Pursue. 
 
 . . 6z. . 
 . . wer. 
 . . Idz. 
 . . ing. 
 . . su.. 
 
 .134 
 .9. 
 .47. 
 76. 
 .17.
 
 INTERMEDIATE READER. 147 
 
 The Bird, the Bee, and the Butterfly, 
 
 On a fine summer's day, when all nature 
 was dressed in its jravest colors, and the va- 
 rious tribes of animals were sporting in the 
 fields, there were among the rest a bird, a bee, 
 and a butterfly. 
 
 The bird was engaged in building its nest. 
 For this purpose it made many excursions from 
 the tree where the nest was placed, to the 
 surroiuiding fields, and returned each time with 
 a small twig, or a straw in its mouth. Although 
 the progress which it made appeared, at first, to 
 be very slow, yet, by continually repeating the 
 journey, and every time adding something, the 
 nest was soon completed. 
 
 The bee, likewise, was busy in collecting 
 honey from different flowers ; and what she thus 
 collected, she deposited in the hive for her 
 present and future supply. 
 
 Meanwhile the butterfly was roving from 
 flower to flower, regaling himself with their 
 sweets, or enjoying their beauties, without 
 making any provision for the future. 
 
 By and by the summer was gone. The bird 
 had built its nest and reared its young to warble 
 in the grove. The bee, too, was enjoying the 
 fruit of her industry in the hive. But the poor
 
 148 INTERMEDIATE READEK. 
 
 butterfly was without a dwelling and without 
 provision, exposed to all the miseries of want 
 and distress. 
 
 Younj? children, in each of these three little 
 creatures you may see a picture of yourselves ; 
 and each of them is capable of affording you 
 instruction. 
 
 Imitate the example of the bird. Whatever 
 study you pursue, follow it with diligence and 
 perseverance. Though you may gain but little 
 knowledge in an hour, yet, by repeated and 
 continued application, you will acquire a great 
 deal. 
 
 The bee collects but little honey on each ex- 
 cursion, yet, at the end of the season, she has 
 enough in store for the winter , in like manner 
 should you treasure up knowledge, that it may 
 be ready for use on all occasions. 
 
 The period of youth is to you what the sum- 
 mer is to the bee. If you improve it with 
 equal diligence, it will do much to render your 
 future life useful and happy. 
 
 But if, like the butterfly, you are continually 
 roving from one pursuit to another, your knowl- 
 edge will be of little more value than the plu- 
 mage of that insect. When yoii meet with 
 trials and difficulties, you will be as unable to 
 bear them, as th^ butterfly is to endure the
 
 INTERMEDIATE READER. 
 
 149 
 
 cold of winter ; and you will, in all likelihood, 
 pass the remainder of jour lives in obscurity 
 and distress. 
 
 LESSON LI I. 
 
 StringSi^. . . . 7igz. . . . 78. 
 
 Heart rt 124. 
 
 Perhaps .... per. ... 9. 
 Loosened . . . snd. . . . 192. 
 
 Cared . . . 
 
 . . a. . . . 
 
 
 
 Sounds . . 
 
 . . 7idz. . 
 
 ..74 
 
 Bruise . . 
 
 . .u. . . 
 
 ..20 
 
 Stairs. .'. . 
 
 . . «. . . 
 
 ..6. 
 
 Tie your Shoe-Strings. 
 
 I KNRw a little, heedless boy, 
 Who seldom thought or cared. 
 
 If he could get his cake and toy, 
 How other matters fared. 
 
 No malice in his heart was there ; 
 
 And scarce a fault beside. 
 So great as that of wanting care 
 
 To keep his shoe-strings tied. 
 
 You'd often see him on the run, 
 
 To chase the geese about, 
 While both his shoe-strings were un- 
 done, 
 With one, perhaps, slipped out. 
 13^
 
 160 INTERMEDIATE READEU, 
 
 He'd tread on one ; then down he'd go , 
 While round the welkin rings 
 
 With bitter cries, and sounds of woe, 
 " Wiij don't he tie his strings ? " 
 
 Then home he'd hasten through the street, 
 
 To tell about his fall; 
 While, on the little sloven's feet, ^ 
 
 The cause was plain to all. 
 
 I'or, while he shook his aching hand, 
 
 Complaining of the bruise, 
 The strings were trailing through the sand 
 
 From, both his loosened shoes. * 
 
 One day, his father thought a ride 
 
 Would do the children good ; 
 But Jemmy's shoe-strings were untied, 
 
 As on the stairs he stood. 
 
 In hastening down to take his place, 
 W^ith clothes all nice and clean, 
 
 Wide sprawling on his hands and face 
 Poor Jemmy soon is seen. 
 
 The drao;ging string had made him trip, 
 And bump! bump! went his head;
 
 INTERMEDIATE READER. 
 
 He bruised his nose, and cut his lip ; 
 And tears and blood were shed. 
 
 His aching wounds he meekly bore, 
 But with a swelling heart 
 
 He heard the carriage, from the door, 
 With all but him, depart ! 
 
 This grievous lesson taught him care, 
 And now he says, or sings, 
 
 "No more shall Jemmy ever wear 
 A shoe with untied strings." 
 
 15i 
 
 LESSON LIII 
 
 Were e 9. 
 
 Gone o 15. 
 
 Tears rz 132. 
 
 Generous . . . er 9. 
 
 Ate et^ 8 • 
 
 Rare a 6. 
 
 Again e 8. 
 
 Arms 7-t}iz 115 
 
 The Affectionate Children. 
 
 It is a beautiful sight when children treat 
 each other with kindness and love. 
 
 Anna and her parents were sitting in a room 
 together, and her little brother Charley was out 
 in the yard drawing his cart about. 
 
 The mother went out and brouo-ht in some 
 
 o
 
 162 INTERMEDIATE READER. 
 
 peaches, a few of which were large rareripes ; 
 the rest small, ordinary peaches. 
 
 The father selected one of the rareripes for 
 the mother, and gave one of the best to his 
 little daughter, who was eight years old. He 
 then took one of the smaller ones, for her to 
 carry to her brother, who was four years old. 
 
 Anna went out, and was gone about ten min- 
 utes, and then came in. 
 
 "Did you give your brother the peach I sent 
 him ? " asked her father. 
 
 Anna blushed, turned away, and did not 
 answer. 
 
 " Did 3"ou give your brother the peach I sent 
 him?" asked her father again, a* little more 
 sharply. 
 
 "No, father," said she, "1 did not give 
 liim ihat.^'' • 
 
 " What did you-do with it ? " he asked. 
 
 " I ate it," said Anna. 
 
 " What ! did you not give your brother any?" 
 
 " Yes, I did, father," said Anna ; " I gave 
 him mine. " 
 
 " Why did you not give him the one I told 
 you to give ? " asked the father, rather sternly. 
 
 " Because, father, I thought he would like 
 mine better. I did not mean to be disobe- 
 dient," said she, and ^er lip began to quiver
 
 INTERMEDIATE READER. 153 
 
 " But jou were disobedient, my daughter " 
 
 " I tliousht you v^ould not be displeased with 
 me, father," said Anna, " if I did give my 
 brotlier the largest peach ; " and the tears be- 
 gan to appear in her eyes. 
 
 "But I wanted you to have the largest," 
 said her father ; " you are older than Charles." 
 
 " 1 wish you to give the best things to broth- 
 er," said the noble-hearted girl. 
 
 "Why?" asked the father, scarcely able to 
 contain himself. 
 
 " Because," answered the generous sister, 
 " I love him so ; and I always feel best when 
 he gets the best things." 
 
 " You are right, my precious daughter," said 
 the father, as he fondly and proudly folded her 
 in his arms. " You are right, and you may be 
 certain your hap{)y father can never be dis- 
 pleased with you for wishing to give up the 
 best of every thing to your affectionate little 
 brother. Charley is a dear and noble little 
 boy, and I am glad you love him so. Do you 
 think he loves you as well as you love him ? " 
 
 " Yes, father," said the little girl, " I think 
 he does ; for, when I offered him the largest 
 peach, he would not take it, and wanted me to 
 keep it ; and it was a good while before I could 
 get him to take it."
 
 154 
 
 INTERMEDIATE READER. 
 
 LESSON LIV. 
 
 Conscience . shense. . . 38. 
 
 Sternly .... em 116. 
 
 Just u 18. 
 
 Been bin 11. 
 
 Whispers. . . erz 132, 
 
 Gone 15. 
 
 Don't 12. 
 
 Softest est '157 
 
 Conscience. 
 
 YOUNGER BROTHER. 
 
 I HAVE a little voice within, 
 
 That always tells me when I sin ; 
 
 I'm sure I know not whence it came ; 
 
 Pray, brotiier, tell me what's its name. 
 
 There is no one, however near, 
 
 Whispers so sternly in my ear ; 
 
 And often, in my lively play. 
 
 If any thing I do or say 
 
 That's wrong or wicked, then I hear 
 
 This gentle tapping in my ear ; 
 
 I know it is not mother's tone. 
 
 Nor father's ; for when they are gone. 
 
 It keeps on prompting just the same, 
 
 If aught I do that they would blame. 
 
 ELDER BROTHER. 
 
 And, brother, don't it always tell, 
 
 In kindly notes, when you've done well .''
 
 INTERMEDIATE READER. 155 
 
 Are not its whispers always mild, 
 When you have been a duteous child ? 
 God gave not to the bud, nor flower, 
 This inward voice of wondrous power ; 
 Ah, no ; it only has its birth 
 In us, who perish not with earth. 
 Its name is Conscience, and 'twill be 
 A voice from which you cannot flee ; 
 It keeps a registry within, 
 Rebuking those who live in sin. 
 And utters words of softest tone 
 To those who will its dictates own. 
 
 LESSON LV, 
 
 Edged echhd. . . 136. 
 
 Iron l-er7i. ... 9. 
 
 Nothing. . . . 16. 
 
 Ruleth 11 20. 
 
 First erst. . . 123. 
 
 Holds Idz 47. 
 
 Moral a 4. 
 
 Quarrel. ... a 5. 
 
 Check the first Risings of 111 Temper. 
 
 The smith who makes an edged tool, — an 
 axe, a knife, or any such instrument, — first 
 works the iron and steel into the form which he 
 wishes, and then tempers it. 
 
 While he is working it. he wants to keep it
 
 156" INTERSIEDIATE READER. 
 
 soft, SO that he can work it easy ; and this he 
 does by keeping it hot. But after he gets it 
 finished, he he^ts i^ in the fire, and dips it in 
 the water, so as to cool it suddenly, and that 
 makes it hard. 
 
 If he left it so, it would be so hard that it 
 would break all to pieces, as soon as it was 
 used. So he holds it again over the fire, and 
 heats it a little, to take out a part of the tem- 
 per, and make it just of the hardness that he 
 wishes. 
 
 An instrument that is very hard is called 
 high-tempered ; one that is very soft is low-tem- 
 pered. This is a good illustration of temper as 
 it appears in us. 
 
 A high temper is one that is easily excited, 
 and that runs so high as to be in danger of do- 
 ing great mischief. A loio temper is a disposi- 
 tion easy and indifferent, like a knife tempered 
 so little that the ed^e will turn the first time it 
 is used. 
 
 Now, you want temper enough not to be in- 
 different, but not so much as to fly all in pieces 
 And I know of nothing on which your useful- 
 ness and happiness depend more, than on the 
 proper regulation of your temper ; and this re- 
 gards not your own happiness alone, but, the 
 happiness of all around you.
 
 INTERMEDIATE READER. 157 
 
 One of the first and greatest moral lessons 
 is, to learn to control your temper. 
 
 " He that is slow to anger," says Solomon, 
 " ia better than the mighty ; and he that ruleth 
 his spirit, than he that taketh a city." But, 
 " He that hath no rule over his own spirit, is 
 like a city that is broken down and without 
 walls." 
 
 By indulging an ungoverned temper, you 
 expose yourself to many evils. You show the 
 weak points of your character, and lose the 
 good opinion of others, and your own .self- 
 respect. _ 
 
 To be ill-humored, peevish, or cross, is to be 
 unhappy, and to make others so. But a sweet 
 temper will not only make you happy, but, like 
 the balmy breezes of a summer evening, it will 
 shed a sweet fragrance all around you. 
 
 You cannot afford to get angry with every 
 one that is disposed to treat you ill. It costs 
 too much. 
 
 Did you ever hear a dog barking at the 
 moon ? And what did the moon do ? It went 
 straight on, and minded nothing about it. The 
 moon could not afford to stop and quarrel with 
 every dog that barks at it. 
 14
 
 158 INTERMEDIATE READER. 
 
 LESSON LVl, 
 
 Difference . . cnse. ..... 8. 
 
 Chapel e 8. 
 
 Hundred . . . dred. . 204, 8. 
 
 Morning . . .rn 116. 
 
 Equally. ... a 4. 
 
 Says scz 8. 
 
 Difference and Agreement ; or, a Sundaij Morn- 
 ing in England, in the last century. 
 
 The "bells were ringing for church, and the 
 streets were filled with people moving in all 
 directions. 
 
 Here, numbers of well-dressed persons, and 
 a long train of charity child|p-n, were throng- 
 ing in at the doors of a large, handsome church ; 
 there, a smaller number, almost equally gay in 
 dress, were entering an elegant meeting-house. 
 
 Up one alley, a Roman Catholic congrega- 
 tion were turning into their retired chapel, 
 every one crossing himself as he went in. 
 
 The opposite side of the street was covered 
 with a train of Quakers, distinguished by their 
 plain and neat attire and sedate aspect. They 
 walked, without ceremony, into a room as plain 
 as themselves, and took their seats in silence, 
 the men on one side, and the women on the 
 other. 
 
 A spacious building was filled with an •over- 
 flowing crowd of Methodists, most of them
 
 INTERMEDIATE READER. 159 
 
 poorlj habited, but decent and serious, in de- 
 meanor. 
 
 There was also a small society of Baptists in 
 the neighborhood, who quietly occupied their 
 humble place of assembly. 
 
 Presently the different services began. The 
 church resounded with the solemn organ, and 
 with the indistinct murmurs of a large body 
 of people, following the minister in resjjonsive 
 prayers. 
 
 From the meetings were heard the slow 
 psalm, and the single voice of the leader of 
 their devotions. 
 
 The Roman Catholic chapel w as enlivened 
 by strains of music, the tinkling of a small bell, 
 and a perpetual change of service and cere- 
 monial. 
 
 A profound silence and an unvarying look 
 and posture announced the self-recollection and 
 mental devotion of the Quakers. 
 
 Mr. Ambrose led his son Edwin around all 
 these different assembltBS as a spectator. Ed- 
 ^v^n viewed every thing with great attention, 
 and was often impatient to ask his father the 
 meaning of what he sa\\|^; but Mr. Ambrose 
 would not suffer him to disturb any of the con- 
 gregations even by a whisper. 
 
 When they had gone through thoiwhole, Ed-
 
 160 INTERMEDIATE RKADEK, 
 
 win found a great number of questions to put 
 to his father, who explained every thing to him 
 as well as he could. 
 
 At length, says Edwin, " But why cannot 
 all these people agree to go to the same place, 
 and worship God in the same way ? " 
 
 " And why should they agree ? " replied his 
 uuher. " Do you not see that people differ in a 
 hundred other things ? And they have a right 
 to worship God in that way and manner which 
 they think best. It is their own business, and 
 concerns none but themselves." 
 
 *' But has not God ordered particular ways 
 of worshipping him ? " . 
 
 " He has directed with what mind and spirit 
 he is to be w^orshipped, but not in what partic- 
 ular form and manner. That is left for every 
 one to choose for liimself. 
 
 " All these people like their own way best ; 
 and why should tiiey leave it for the choice of 
 another ? The forms and ceremonies of religion 
 are among the things \g which mankind v:ere 
 made to differ.'^'' 
 
 The several congregations now began to be 
 dismissed, and the street was again filled with 
 persons of all the difierent sects, going promis- 
 cuously to their respective homes. 
 
 It chan^^t^d that a poor man fell down in the
 
 INTER3IEDIATE READER. 161 
 
 Street, in a fit of apoplexy, and lay as if dead. 
 His wife and children stood round him, crying 
 and lamenting, in the bitterest distress* 
 
 The beholders immediately flocked round, 
 and, with looks and expressions of the warmest 
 sympathy, gave their help. 
 
 A Churchman raised the man from the 
 ground by lifting him, while a Dissenter held 
 his head and wiped his face with a handker- 
 chief. 
 
 A Roman Catholic lady took out her smelling- 
 bottle and assiduously applied it to his nose. 
 A Methodist ran for a doctor. A Quaker sup- 
 ported and comforted the woman, and a Bap- 
 tist took care of the children. 
 
 Edwin and his father were among the spec- 
 tators, " Here," said Mr. Ambrose, " is a 
 thing in which mankind were made to agreeP 
 
 LESSOPi LYII. 
 
 The Creators Works. 
 
 There's not a star whose twinkling; light' 
 
 Illumes the distant earth. 
 And cheers the solemn gloom of night, 
 
 But mercy gave it birth. 
 14*
 
 162 INTERMEDIATE READER. 
 
 There's not a cloud whose dews distil 
 
 Upon the parching clod, 
 And clotlie with verdure vale and hill, 
 
 That is not sent by God. 
 
 There's not a place in earth's vast round, 
 
 In ocean deep, or air, 
 Where skill and wisdom are not found ; 
 
 For God is every where. 
 
 Around, beneath, below, above, 
 
 Wherever space extends, 
 There Heaven displays its boundless love. 
 
 And power with Tuercy blends.
 
 DANIEL BURGESS i CO.'s PUBLICATIONS. 
 
 DANIEL BURGESS. RICHARD A. STORKS. 
 
 DANIEL BURGESS 8c CO., 
 
 (LATE CADY & BURGESS.) 
 
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 Offer to the Tradk and to TEAcnERs the fuUowing series of superior ScHoot 
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 tural History, Pbysiologj-, Primers, Readers, etc., etc., etc. 
 
 These books arc oa the Natural plan, increasing the interest of the Pupil and 
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 Wherever practicable, illustrations are profusely introduced from engravings on 
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 DANIEL BURGESS <t CO.'s PUBLICATIONS. 
 
 SERIES OF ARITHMETICS. 
 
 BY R. C. SillTH, A. IL 
 
 Ret:iil 
 
 Trire, 
 
 PMITirS FIRST BOOK ; or LITTLE FEDERAL CALCULATOR. 18mo. m 
 
 " SECOND BOOK ; or PRACTICAL AND MENTAL. 18mo. 34 
 
 « THIRD BOOK, ON THE PRODUCTIVE SYSTEM. 12mo. 50 
 
 " KEV TO THE SECOND BOOK. 34 
 
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 Our Decimal System of Notation, as the name of the miincrals, digits (fingers), 
 Imports, was derived from the practice of comitiug the fingers, as we see children 
 and unlearned persons do now in the act of calculating. Every successive ten 
 (the thumbs included) forms a new series. 
 
 In the First Book this fact is recognized, and the learner takes his first steps in 
 the natural way, and is easily led onward and upward. The Little FcdenJ Calculator 
 consists of a complete set of Questions and Tables, in which the mind has only to 
 emplo) ilie fingers ; the exercises being designed to precede the Slate, and prepare 
 the expectant pupil for its use to advantage in connection with the Second Book. 
 
 The Second Book is on a new plan, by which Mental Arithmetic is combined with 
 the use of llie Slate. It is noted for keeping up the interest of the Pupil to the last. 
 This work is constructed on the plan of the celebrated Pestalozzi, whose principles 
 of instruction have found so extensive favor Vi'iih the teachers of Europe and Ame- 
 rica. That system of teaching has given to the processes of common .'3ri£Ame(ic a 
 precision, clearness, and certainty scarcely inferior to the demonstrations of Geometrv, 
 and made, in comparison with the old method, " a royal road to learning" the scienca 
 of numbers. " It is this science," says Pestalozzi, " which the mind makes use of in 
 measuring all that arc capable of augmentation or diminution ; and when rationally 
 taught, affords to the youthful mind the most advantageous exercise of its reasoning 
 powers, and that for which the human intellect becomes early ripe, while the more 
 advanced parts of 'it may li-y the energies of the most vigorous and matured under- 
 standing." 
 
 The Third Book carries out the principles of the Productive System, whir.h 
 keeps alive interest when the mental powers are most taxed; and, as nothing 
 is taken for granted in it, requires a set of Cubical Blocks, which are accordingly fur- 
 nished. In this work, Mr. Smith seems to have left nothing undone, that an iiuelli- 
 geiit ingenuity and large experience could suggest, by way of explaining the ternis 
 and principles of the science. Besides being full of practical cx.^mple3 of the sim]i'fM 
 kind, rrrangcd uiuicr rules expressed and explained in the very best mi:ii'( r .• - 
 made, by mean^ of occasional notes, a complete expositor for the technical terms : :.d 
 difllcull words that occur in it. Tliere is probably no book in this departmei-! i.f 
 study which the beginner would find so well adapted to assist his first efiforLs or irom
 
 DANIEL BURGESS & CO.'s rUBLICATIOXS. 
 
 which the teacher would derive so much aid in hia endeavors to explain to his pupils 
 the principles and processes of Arithmetic. It is confidently commended to the only 
 safe criterion of value, a practical use by intelligent and impartial judges. 
 
 The success of this Series has sliown conclusively that it is not the ihing tauijht, so 
 much as the manner in which it is tauglit, that disciplines the mind. Its study not 
 only insures a perl'ect knowledge of Arithmetic, and its application to business and 
 science, but also prepares the pupil for equal excellence in other and bisher branches 
 of learning. It proves that thoroughness is the only sure basis of rapidity. 
 
 ARITHMETICAL QUESTIONS ON A NEW PLAN ; S4 
 
 INTENDED 
 
 TO ANSWER THE DOUBLE PURPOSE OF ARITHMETICAL INSTRUCTION 
 AND JIISCELLANEOUS INFORMATION. 
 
 By EDWIN ARNOLD, LL.D., Prin. of Harford County Academy, Jlaryland. 
 
 SECOND BDJTION. REVISED AND BNLAKGED. 
 
 It was a happy thought of Dr. Arnold to relieve the mind of the young pupil in 
 solving abstract questions by weaving in with the problems valuable and interesliug 
 information; thus making the subject itself more attractive, while it accustomed the 
 mind to the freest form of thought in calculation. 
 
 The woik, although complete in itself, is not intended to supersede others. The 
 author observes, " that it is simply designed to serve as a companion to oilicrs, or as 
 a means to facilitate a due comprehension of their contents, and a proper appreciation 
 of their utility. It is due to the author of Smith's excellent series, which I have had 
 in use for the last ten years, to acknowledge my indebtedness to him for the subst;uice 
 of several rules." 
 
 The Teacher will find this work an able assistrait in reviewing his cluss preparatory 
 to taking up Algebra, and will' discover at the same time that he is impressing other 
 matters cqtially important with Arithmetic. 
 
 ELEMENTS D' ARITH METIQUE SUR UN PLAN NOUVEAU. 
 
 624- 
 PAR. E. ARNOLD, LL.D. 
 
 This is a French version of the Arithmetical Questions, translated by Professor 
 Girault, of the United States Naval School. It supplies a desideratum to teachers 
 who wish to give their pupils a thorough knowledge of the French Langiuige, and at 
 the same time exercise "them upon that which will be useful in the English. The 
 French and English editions may be used together with advantage. The Merchant 
 and the Clerk who desire a practical knowledge of French accounts will find this 
 book of great service.
 
 DANIEL BPRCESS <k CO. 8 PUBLICATIONS. 
 
 SEEIES OF GEOGEAPHIES. 
 
 BY ROS"VVELL C. SMITH. A. M. 
 
 Retail 
 
 Price. 
 
 SMITH'S FIRST BOOK IN GEOGRAPHY. 40 
 
 " SECOND BOOK ; or QUARTO GEOGRAPHY. 75 
 
 THIRD BOOK ; or GEOGRAPHY on the PRODUCTIVE SYSTEM : 84 
 
 Accompanied by a large and valuable Atlas of Maps. 
 
 Smith's First Book was expressly prepared to meet a want of the public in respect 
 to a Primary Geography, and hence is literally what its name denotes. The plan is en- 
 tirely original, and, as far as it goes, the boolc complete within itself. Most of the 
 works of this liiud now in the field can be divided into two classes: the one attempt- 
 ing nothing higher than the mere story-teller ; and the other, abridgments of larger 
 works, to which they are designed to attract notice. These defects Mr. Smith has 
 attempted to avoid, and, the publishers believe, has fully succeeded in the effort. 
 
 The first principles of Geography are developed in a simple, winning manner, so 
 plain that the child can easily lAlerstand them, while his attention and interest are 
 kept up to the end. At the same lime, it is rcidly scientific, and imparts the valuable 
 knowledge it professes to teach. 
 
 Its external aj)pearance is eminently beautiful, and no expense h.as been spared in 
 lis preparation. It is handsomely illustrated and elegantly printed. 'There are a scries 
 of colored maps. The numerous teachers who have used it pronounce it in every 
 respect a superior work. 
 
 Smith's Second Book, by its large size, allows the combination of Atlas of Maps 
 and Text Book in one work. The majis are from steel plates, and finely colored ; and 
 the questions on the maps are usually on the opposite page, and at the same oj)ening. 
 
 Most teachers are satisfied, from experience, that the old text books on the science 
 of Geography :ire too much filled up with Statistical, Geological, and Historical miiiu- 
 licB. This defect consumes much valuable lime both of teachers and pupils, besides 
 rendering the study so formidable, that a large portion of those attending common 
 schools never eltter upon it ; or if they do, very rarely go through it to the end. 
 
 To obviate this difficulty, and render the study pleasing and attractive, Smith's 
 Quarto Gcoirrajihy has becii prepared, and contains nothing but what properly be- 
 longs lo this science, and is so condensed as to enable the learner, if diligent, to ac- 
 quire a good practical knowledge of the leading features and facts of Geography in a 
 single term ol three or four mouths. 
 
 GEOGRAPHICAL QUESTIONS, TO ACCOMPANY SMITH'S 
 
 QUARTO GEOGRAPHY. 25 
 
 By WiM. P. MOSS, Jr., late Prin. of Ward School No. 22, N. Y. City. 
 This work was prepared at the suggestion of many Teachers who needed a manual 
 of map exercises to accompany Smith's Quarto Geography. The necessity of constant 
 reference to tlie maps, by its use, makes the pupil familiar ,with the surface of the 
 earth, gives him correct conception^ of its form, and of the location and direction of 
 places. It is a work of much judgment, and displays the tact of the thorough and 
 practised Teacher,
 
 DANIEL BURGESS & CO. S PUBLICATIONS. 
 
 The Third Book, or Geography on tub Productive System, has been so well 
 known in its former editions, and so highly approved by the multitudes who have 
 used it, that it would seem unnecessary to say any thing mure for the present edition, 
 than that it has been thoroughly revised and improved by the author. The in)j)rove- 
 inents do not consist in many alterations of the plan of the worlt, which is as simple 
 and natural as can be desired, but in such additions and alterations as the progressive 
 changes in the science of Geography from time to time render necessary. 
 
 The work is divided into three parts. 
 I'Bic Kirst Pan, intended fur young beginners, is a complete Geographical 
 
 xpositor, explaining, in simple language, and illustrating by numerous cul^ the 
 
 •rms Hbcd in describing the natural and political divisions of the earth, it also cmi- 
 i.iiiis a well digested series of questions upon the maps, adapted to a flrst class in 
 (.'eograjihy. 
 
 K*na't SccoikI commences with what maybe termed the Geometry of Oeorrr-phii, 
 explaining and illustrating the technical terras employed in Ihe science, the imaginary 
 lines on which maps are constructed, etc, etc., concluding with a brief view of the 
 ditTerent races of the human family, the religions which prevail among them, and 
 the gradual developments of civilization from the savage to the civilized and enlight- 
 ened. These two parts constitute the introducloiy course. 
 
 l*art Third consists of a faithful and comprehensive treatise, embracing Z)c- 
 .icriptive, JilntlieTnaticat, Physical, and Civil or Political Geography, \l\ which History 
 is occasionally and happily blended. The definitions of terms, arranged in the notes, 
 are ve^y full, and constitute a valuable addition to the work. 
 
 TO ACCOMPANY THE GEOGRAPHY. 50 
 
 The Allns is particularly thorough and complete in the system of emblems and 
 ABBREVIATIONS, such as Stars, crosses, boohi, ploughs, ctc.,\>y which the Oovirn- 
 me.nt. Religion, Slate of Society, Population, M\A other matters relaling to the more 
 important countries, become apparent at flrst glance. By this arrangement, which 
 calls into simultaneous exorcise the powers of the mind and the eye, impressions 
 are made more abiding than by any other means whatever. 
 
 New maps have been added of California, Oregon, Utah, New-Wexico, Nebraska, 
 Mexico, and Central America. They will be found to agree with the latest and best 
 authorilies, and, like the others in the book, superior in beauty and correctness. 
 
 The ])reseut Atlas is now offered to the public in the confident belief that for a 
 plain and lucid arrangement of matter, correctness of detail, and beauty of execution, 
 t is fully equal to any School Atlas ; but if regard be had to the stutislical informa- 
 tion^ in connection with the additional number of maps and the enlarged scale of 
 others, it must bo confessedly superior to any sirailgr work before the public. 
 
 HARTS' POPULAR SYSTEM OF PRACTICAL GEOGRAPHY. 
 
 FOR THE USE OF 3 1- 
 
 PUBLIC AND COJIMON SCHOOLS IN THE UNITED STATES, 
 JVew and improved edition, according to the Cejisus of 1850, 
 Tliis work is now over a quarter of a century old, and the system it teaches has 
 been growing into favor during all that time, until it is no\v generally adopted. Not- 
 withstanding its small size, the work contains a vast an-ount of Geogra))hical inforina- 
 lioii, arranged in the most simple, systematic, and practical form for Clashes. The 
 present edition cont.ains a full Exerci.se upon the Map of New-York. This work has 
 been too long established to require any new recommendation.
 
 6 DANIEL BURGESS ii CO.'s PUBLICATIONS. 
 
 ASXRO^JOIV^Y. 
 
 BY ASA SMITH, 
 
 Principal of Public School No. 12, of tho City of New- York. 
 
 Ret.-.il 
 P' • . 
 
 ILLUSTRATED ASTRONOMY (QUARTO). ^1. 
 
 ABRIDGED ASTRONOMY. With Colored Platks. 12mo. 0.31 
 
 FOR TUE USE OF THE PUBLIC OR COMMON SCHOOLS IN THE UNITED STATES. 
 
 The author of this series is a well known teacher of New- York, respected alike for 
 his powers as an instniclor and his superior knowledge of Astronomy. He knew 
 exactly from experience the want of the teacher, and was fully able to supply that 
 want. That he has heen completely successful, is the unanimous opinion of all in- 
 terested in Astronomical teaching in schools. His work has the singular merit of 
 pleasing both teacher and pupil alike. 
 
 The Abridgment contains all the Questions and Answers in the larger work, be- 
 sides miuiy of its important diagrams. It was prepared especially to save exjfcnsc in 
 the Junior Classes, and make the pupil competent to appreciate the Quarto after 
 entering the Senior Classes. 
 
 The Quarto really embraces a series of large maps in connection with the Text 
 Book, and thus not only combines utility and economy, but also by its pictures of the 
 heavens at the different seasons enables pupilsat their homes to locale particular sl:u'3 
 m the heavens at all times, as easily as with a common city map they can find out the 
 respective streets. 
 
 It has been the object of this Manual of Astronomical Science to present all the 
 distinguishing principles in Physical Astronomy with as few words as possible, but 
 with such other ocular demonstrations, by way of diagrams and maps, .ts shall make 
 ihe subject easily understood. The letter-press descriptions and thediagramalic illus- 
 trations will invariably be found at the same opening of the book ; and more expla- 
 natory cuts are g:iven, and at a much less price, than in any other Elementary Astro- 
 nomy. 
 
 The plan is so simple, and illustrations so complete, together with the beautiful 
 ?tyle in which it is got up, that it cannot fail of an extensive introduction. The fol- 
 lowing are so.me of the popular characteristics of the work : 
 
 1st. Its feize, being in quarto form, enabled the author to introduce larger diagrams 
 ■Jian are found in any other primary work on the same subject. ^ 
 
 2d. The lessons, in all cases, face the diagrams to which they refer ; this places the 
 llustration constantly before the eye of the student while he is studying his lesson, 
 
 3d. The explanations are placed upon the diagrams theniseh'cs ; rendering it un- 
 necessary to use letters of reference, which are useless and perplexing to children. 
 
 4lh. The planets are shown in their various positions in their orbits, as well as the 
 inclination of their axis to the plane of their orbits. 
 
 5th. Many of the diagrams are original, and most of them are drawn upon a dif- 
 ferent principle from the ordinary diagrams in use, and, it is believed, better illustrate 
 the subject to which they refer
 
 c 
 
 111 
 
 THE LIBRARY 
 UNIVERSITY OF CALIFORNIA 
 
 Santa Barbara 
 
 THIS BOOK IS DUE ON THE LAST DATE 
 STAMPED BELOW. 
 
 LTD OCT ] 5 'm% 6
 
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 UC SOUTHERN REGIONAL LIBRARY FACILITY 
 
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 I.A11 S(JllU'^'-'!'^fi^'^. 
 
 ft'ni.t«i(En I 
 
 DAN J EL Br KG 
 
 mi JOHN 8TREKT, NKW YORK. 
 
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 ■ Di -.ill iriil <liie»lioo»« 
 
 BY B. C. SMITH, AM. 
 
 St.ilTH S ^ THMETIC. 
 
 itf, I , ■"•■ 
 
 SMITH'S P..-- . .w..^ ..... -TAi 
 
 or, ^=' ('•i:iil Lt<MiK i!i Aruhii 
 SNUTHS KEY TO 
 SMITH'S NEW AR1TH 
 
 nr, Th.nl 1!. k ;:i 
 SMITH'S KEr TO 
 
 SMITH'S PRIMARY, OH FIRST BOOK IN GEOGRAPHY. 
 SMITH'S QUARTO. OR SECOND BOOK iN GEOGRAPHY, t| 
 
 qiiri to lli« Kir-l IV^ik. 
 SMITH S GEOGRAPHY AND ATLAS, 
 
 BY ASA 
 
 In (iiiarlii funii. 11!" ' '■ ■' " 
 Sinllh^s AbrldflTcd 
 
 TO' 
 
 
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