jMfc^jl: 3 Jgarltj^r ^v UJntson, „_,, .q\ -_ <>' -r ^_ — _ - ^ . - - - iiiriiiKiiiiiiiii ifn I It "^ irif'H nil -^ REA^ISKr) KX)I'l^lON. THE NATIONAL SECOND READER: ' • ' C'o'iS ■i' A i N i N G LESSONS m PUNCTlJA'ri6^';'AND PROGfiESSIVE AND PLEASING EXERCISES IN READING, ACCOMPANIED WITH SIMPLE AND COMPREHENSIVE DEFINITIONS AND THE PRONUN- CIATION OF ALL DOUBTFUL WORDS. By RICHABD GREENE PARKER AND J. MADISON WATSON. A. S. BARNES & COMPANY NEW YORK AND CHICAGO. 1869. Entered; "a'<5cj)i3lfng fo Act o! Ooi^ress, i-n, the y^^ar 1857, by A. 8. BARNES & CO., In the Clerk's Office of the District Court of the United States for the Southern District of New Tork. EDUCAT^ION DEPT, Electrotyped by Smith & McDougai^ 82 «k 84 Beekman Street, New York. PREFACE. THIS volume, though designed to follow "The Word-Builder," is complete in itself, and may be used as a Second Reader in any series. In its prep- aration, we haye aimed to adapt the exercises and lessons to the special wants of the pupil; and, while avoiding a feeble and puerile style, to reconcile sim- plicity with pure literary taste. Beginning with les- sons more easy than some at the close of the pre- ceding work, its gradation is so complete, that the learner, almost insensibly overcoming obstacles, at its close will be thoroughly prepared for the suc- ceeding volume. In Part First, a few simple and comprehensive reading lessons are prepared, to amuse and interest the pupil, to teach him the names of the points used in this work, and, as far as may be, give him a prac- tical knowledge of punctuation as applied to reading. Articulation and Orthoepy are recognized as of primary importance. Complete exercises on the elementary sounds and their combinations are so introduced as to teach but one element at a time, and to apply this kngwledge^to^ use as soon as it IS acquired. lowieoffe to us( M69862 VI PKErACE. Children, in first attempting to read, find great difficulty in determining the correct pronunciation of the separate words. As usually taught, they are of necessity so intent upon this that they almost wholly lose sight of the connection, sense, and sen- timent, and thus contract vicious habits, which, in most instances, remain through life. To avoid this difficulty, and to enable pupils to read understand- ingly and with ease, each reading lesson is preceded by a list of the more difficult words, arranged for a class exercise in pronunciation. Clear and satisfactory definitions of words not ea- sily understood by the pupil, as well as all necessary explanations, are given on the pages where they oc- cur. Another feature which we consider of espe- cial importance, is the introduction of numerous dialogues and pieces of a conversational nature. As most of the lessons are original, or have been rewritten for this little work, a list of the names of authors is deemed unnecessary. To one gentleman in particular, however, the authors of this volume confess themselves much indebted, for the liberty so freely given to avail themselves of his labors. We refer to T. S. Arthur, Esq., whose beautiful tales and stories are read with so much avidity by the rising generation. CONTENTS PART I. LESSON PAGE 1.— The Period.. .^ 11 II. — The Interrogation Point 13 III. — The Period and Interrogation Point 15 IV.— The Exclamation Point 17 v.— The CfoMMA 19 VI.— The Semicolon 21 VII.— The Colon , 23 VIII. — Marks and Pauses 25 PART II. EXERCISES IN READING. pieces in prose. I.— The New Book 28 II.— Spring 32 III.— The Girl and the Fishes 34 IV.— Speak Kindly 37 v.— The Clock 38 VI.— The Clock— Concluded ^ 41 VII.— Mary's Kitten 44 VIII.— Amy Lee , 46 IX.— Nellie 50 X.— Don't Kill the Birds 52 XII.— The Dog and his Shadow 56 VIU CONTENTS. I.EB80N PAGE XIII.— The Snow-Birds 57 XIV.— Gentle Susy 60 XV.— The Dog and the Donkey 63 XVI.— The Lamb 64 XVII.— The Lamb— Concluded 66 XVIII.— Sour Grapes 68 XIX.— The Picture-Book 71 XX. — The Generous Children 74 Table op the Vowel Elements, or Tonics. 77 XXI.— Boasting 78 XXII.— Little Nell 80 XXIIL— The Broken Watch 84 XXIV.— Owls 87 XXV. — Rich and Poor Children 90 XXVI.— Hugh Miller 92 XXVII.— A Garden overrun with Weeds 94 XXVIII.— Grapes 98 XXIX. — William the Conqueror 101 XXX.— Birds in Winter 103 XXXI.— The First Day op May 105 XXXII.— The Bat 108 XXXIII.— Unjust Blame Ill XXXIV.— The Best Jewels 113 XXXVL— Little Arthur and King John. . . .* 118 XXXVII.— Never Play the Truant 121 Table op Consonant Elements — Subtonics. 123 XXXVIIL— Young Robinson 123 XXXIX. — Young Robinson — Continued 127 XL.— Young Robinson— Concluded 130 XLI.— The Eagle and the Tortoise 132 XLII.— Rabbits 135 CONTENTS. IX LE880N PAGE XLIII.— What is a Bird ? 138 XLIV. — The Little Chinese Boy 143 XLV.— The Little Chinese Boy— Concluded 145 XL VI. — The Wood-pigeon 147 XLVIIL— Speak Gently .^ 153 XLIX.— Ice-Houses 156 L. — Take Care of that Wolf 159 Table of Consonant Elements— Atonies 161 LI.— James at Home 163 LII.— James in the Country .-. 164 LIII.— The Humming-bird 168 Exercise in Articulation — Subtonic Combi- nations ' 171 LIV.— Maida, the Scotch Greyhound 171 LV. — Maida, the Scotch Greyhound — Concluded. . 174 LVI.— Automaton Clarionet-Player 176 LVII, — Automaton Clarionet-Player — Continued. . . 178 LVIII.— Automaton Clarionet-Player— Concluded. .. 183 Exercises in Articulation — Atonic Combi- nations 186 LX.— Calling His Sheep by Name 187 LXI.— The Echo 189 LXIII.— The Five Senses 194 LXIV.— The Five Senses— Concluded 197 Exercise in Articulation — Subtonic and Atonic Combinations 199 LXV.— Colors 199 LXVI.— The Blind Asylum 303 LXVIL— Laura Bridgman 305 Exercise in Articulation — Subtonic and Aton- ic Combinations 307 COIS^TENTS. LESSON PAGK LXVIII.— Mischief 207 LXIX.— Mischief— Concluded 209 LXX. — King Edward and his Bible 212 Exercise in Articulation — Subtonic and Atonic Combinations 217 LXXII.— Winter 218 DIALOGUES. VIII.— Marks and Pauses 25 XIII.— The Snow-birds 58 XXXIII.— Unjust Blame Ill XLII.— Rabbits 135 L.— Take Care of that Wolf 159 PIECES IN VERSE. XI.— Don't Kill the Birds 54 XXXV.— The Sorrowful Yellow-bird 116 XLVIL— The Bird set Free 150 LIX.— Faith in God 184 LXII.— The Violet— A Fable 191 LXXI.— The Child and the Skeptic 215 LXXIII.— The Children at the Oak 221 MARKS AND PAUSES, LESSON Les son (les' sn), something to be read, or learned. Let' ter, a mark used to show a sound. No' tice, to look at carefully. Per haps', by chance Pe' ri od, a dot at the end of a sentence. Understand', to know the meaning of. THE PERIOD. ^TT^OIJ have just read all the lessons in the X First Reader. In those lessons you read Note. — Pupils should frequently be required to pronounce all the words of the Reading Lesson from right to left, commencing with the last word in each paragraph, before attempting to read them in the usual order. 12 NATIONAL SECOND EEADER. letters and small words ; but there were many little marks ^ on each page, that you did not read, nor, perhaps, notice. 2. In all books, you will see these little marks. They are not letters ; but they are almost as useful as letters, for they teach the meaning of your lessons. 3. These marks teach you when to pause, or rests in reading^, and help you to understand' what.ig read. . If,, then, you do not leam the use Of these little 'm'arks, you will never be able to read well. 4. I will now teach you the names and use of some of these little marks, or points. The first one I wish you to notice is a little round dot like this . It is called a Pe' ri od, 5. The period is put after almost every thing that is said. When you come to a pe- riod, you must stop and rest. You must let your voice fall, as though you had nothing more to say. 6. John is a good boy. 7. John and Charles are good boys. 8. Mary is a kind little girl. 9. June is the month of roses. 10. Mary gave a white rose to Kate. 11. A red rose is as sweet as a white one. INTEEEOGATION POINT. 13 12. Grreen leaves are on tlie trees. 13. Birds sing their sweet songs. 14. The horse and ox eat the green grass. 15. Yon must stop reading at each period. 16. You must let your voice fall at each pe- riod. 17. You may count the periods in this les- son. 18. Tell yoijr teacher how many periods there are in this lesson. LESSON II. Hay, grass cnt and dried for fodder. Oats, a kind of grain used most- ly as food for horses. Length, distance between two points. Taught, made to know. Fin gers (fing' gerz), extreme parts or ends of the hand. Ques' tion, something said that requires an answer. In ter ro ga' tion, a question. THE INTERROGATION POINT." TN the last lesson, you were taught what the -■- pe' ri od is, and how it is used. In this les- son, I wish you to learn the name and use of an oth' er mark. 2. The mark which you are to notice in this lesson is of this shape ? You see it is made by placing a little crooked mark over a period. 14 NATIOIS^AL SECOND EEADEE. 3. The name of this mark is the Question MarTc^ because it is always put after a question. Sometimes it is called by a longer and harder name. The long and hard name is the In ter- ra ga' tion Point 4. When you come to a question mark, you must stop and rest. If the question may be answered by yes or no, your voice must rise on the last word before the questioji mark. In this lesson, all the questions may be answered* by yes or no, 5. Can you read your lesson well ? 6. Can you read the long and hard words ? 7. Can Charles read better than you ? 8. Do you wish to be at the head of your class ? 9. Have you ten fingers ? 10. Are your fingers all of the same length ? 11. Has any boy or girl more fingers than you have? 12. Does the sun rise in the west ? 13. Can a lamb fly in the air ? 14. Can a sheep bark like a dog ? 15. Does the horse like hay and oats ? 16. Do you know the name of this little mark? 17. May all these questions be answered by yes or no f PEEIOD AND INTERROGATION^. 15 18. Does your voice rise when you come to the question mark, in this lesson ? 19. Can you tell your teacher by what name the question mark is sometimes called ? 20. Can you tell your teacher how many In- terrogation Points there are in this lesson ? LESSON Ml. Cream, the oily part of milk. Bought (bawt), got by money. Dis' tant, far off. Man' ner, mode ; way. Prop' er, right ; correct. Sup' per, the evening meal. Pret ty (prif ty), pleasing to the eye. Sug ar (shug' ar), a sweet sub- stance. Co coa-nut (ko' kS), the nut or fruit of a kind of palm-tree. THE PERIOD AND INTERROGATION POINT. "TTN the first lesson, you were told that the voice -■- must fall on the last word before the period. In the lesson you have just read, you were told that the voice must rise at each question mark, when the question may be answered by yes or no. 2, In questions that can not be answered by yes or no, the voice must fall at the question mark. Such questions must be read in the same manner as you would read periods. 3. In this lesson, you will see both periods 16 JS^ATIONAL SECOND EEADER. and question marks. Some of the questions may Ibe answered 'bj yes or no; and to some, yes or no would not be a proper answer. 4. Where did you get that pretty cap ? 5. My father bought it for me. 6. How old will you be on your next birth- day? 7. The cow gives us milk for our supper. 8. Do you like cream and sugar \^ your tea % 9. Did you ever see a nut that had milk in it? 10. The cocoa-nut is full of mUk. 11. Cocoa-nuts 'grow on tall trees in very dis- tant lands. 12. They are brought to us in ships. 13. Did you ever taste a cocoa-nut cake ? 14. How many periods are there in this les- son? 15. Do you see any questions in this lesson that may be answered by yes or tw ? 16. After what questions must the voice rise ? 17. After what questions must the voice fall ? 18. Does the voice rise or fall at a period ? 19. How many questions are there in this les- son? 20. How many questions iQ this lesson can not be answered by yes or no ? EXCLAMATION POINT. 17 LESSON IV. Strange, that wMch is new to us. Voice, sound or tone coining from the mouth of man or brute. In' jured, hurt in body. Breakfast (brek' fast), the morning meal. Morn' ing, first part of the day. Hungry (hung'gry), greatly in want of food. Tan gled. (tang' gld), twined to- gether. De lights', gives us great joy. Ex cla ma' tion, a sudden loud cry. THE EXCLAMATION POI NT. rr^HE Ex cla ma' tion Point is a mark like ^ this ! When you see something that is very strange, or that delights or pleases yon very mnch, the words you would use in speaking of it should have the mark of exclamation after them. 2. If a little hoy fall and hreak his arm or his leg, or is very much injured in any way, what he says should have this mark after it. 3. In this lesson, the voice should fall on the last word before this mark, and you should rest for a short time. 4. Tell your teacher how many times the exclamation point is used in this lesson, and on what words the voice falls. 5. What a fine morning it is ! How brightly the sun shines ! How green the grass is ! How sweetly the hrids sing ! 18 NATIONAL SECOND EEADER. 6. Why, there goes a little rabbit! How shy it is! How fast it runs! Oh, how glad I am to see it ! 7. Dear Mother! What a cold day it is! How fast it snows! How thick the ice is! How the poor little birds must suffer ! How hungry they must be ! 8. How hot the fire is ! How black the cake is burnt ! * 9. How tired I am ! What a great distance I have run ! How badly I have torn my dress ! 10. Oh, how hungry I am ! How long it seems since I ate my breakfast! How long it will be before I have my dinner ! 11. How pretty the baby looks! Oh, how dearly I love him ! What a pretty child he is ! 12. Ah, you careless boy! How dirty your hands are ! How much they need washiag ! How tangled your hair looks ! LESSON V. Shaped, formed; made. Q-naw, to tear with the teeth. Clothes, covering for the body. Scratch, to tear with the nails. Friend, one who wishes ns well. Cheese, the curd of milk pressed Catch' es, takes quick hold of. Chick' ens, the young of hens and other fowls. Fur' ther, a greater distance. Be sides', in addition to. Ex plain', to make plain. THE COMMA. 19 THE COMMA. "OESIDES tlie Period, the Interrogation or -^-^ Question Mark, and the Exclamation Point, there is another little mark nsed in books. It is shaped like this , and it is called the Com' ma. 2. The Comma is often nsed in places where there are many words to read before you come to a period. 3. It will be proper, before you read more about the comma, to explain to you what is meant by a sentence. 4. The words which stand between one pe- riod, question, or exclamation, and another pe- riod, question, or exclamation, are called a sen- tence if they ask or tell something. 5. The sentence almost always ends with a period ; and the sentence itself is also called a period. 6. When you read a sentence in which there is a comma, you may stop at the comma a very short time, to take breath. 7. You must try to read every thing just as you would say it if you had no book before you, and you were saying what is in your book to some of your friends. 8. Now, you may read the sentences that fol- 20 NATIOIS^AL SECOND EEADEK. low, and tell your teacher how many commas there are in each sentence. 9. Tray is a pretty, kind, and gentle little dog. 10. The horse, if he is well treated, is very kind and useful. 11. The cat will scratch with her sharp claws, and hurt you very much, if you trouble her. 12. The dog does not scratch, like a cat, but, when he is angry, he bites. 13. The cow, when she is cross, will some- times toss the dog into the air with her long horns, if he bark at her. 14. The cat catches mice and rats, when they come out of their holes, by night or by day, to gnaw the cheese, the bread, the cake, or other things. 15. What boy, in this class, did not study his lesson, because it was too long ? 16. Where is the boy, but nine years old, who can run faster, jump further, or swim better, than James Bruce ? 17. Will the little white mouse, the cross dog, the sly cat, and the pet bird all play in the same room ? 18. If the old hen and her chickens could live in the water, if the little fishes could live on THE SEMICOLON. 21 land, if little boys and girls could fly in the air, should we not think it very strange 1 19. In the morning, as soon as you rise from your bed, wash your face and your hands, comb your hair, brush your teeth, clean your finger- nails, brush your clothes, and, when you are all neat and clean, kneel down by the side of your bed, and say your prayers to the great and good God, who made you. LESSON VI. Wolves, fierce wild beasts. Hawks, fierce, blood-thirsty birds. Sleigh, a vehicle on runners to slide over the snow or ice. Cru' el, giving pain to others. De scribed', explained. In' no cent, not hurtful. Ve' hi Cle, that on which any person or thing is carried. THE SEMICOLON. rp^HIS mark is called the Sem^ i co Ion ; You -^ see it is made by placing a period over a comma. 2. When you come to a semicolon in read- ing, you may make a longer pause than when you come to a comma. 3. In the sentences that follow, you will find all the marks I have now described to you, and I hope you will try to use them as you have been taught. 22 NATIOI^AL SECOND READEE. 4. In cold weather, children sometimes go to school in sleighs ; and then they have fine fun, and laugh, and shout, as they are drawn swiftly over the snow. 5. When school is out, they play with their sleds ; or, perhaps, go on the river or the pond to skate ; and then they do not seem to care for the cold, nor the snow, nor the ice. 6. Dear father, do look out of the window, and see how fast the snow falls ! It has cov- ered the tops of the houses ; it has bent down the branches of the trees ; it has blown under the cracks of the door, and it seems as if the air is full of snow. 7. See, mother, see the big moon, and the pretty little stars ! I think the moon is the little stars' mother. 'No, my dear, the stars are much larger than the moon; but they are so far off, that they look smaller than they are. 8. AVhen it is cloudy, in the night, we can not see the moon and stars ; and then it is very dark. 9. How fast the rain is falling! The cows, the horses, and the sheep have gone into the barn to get out of the storm ; and the dog is pawing the door, to ask. leave to come in and dry himself by the kitchen fire. THE COLON. 23 10. Good an' imals are in' no cent and nsefal ; but evil animals are cruel and hurtful. 11. Sheep, and cows, and doves are good an- imals ; but wolves, and bears, and hawks are evil animals. 12. Can you count the semicolons in this les- son, and tell your teacher how many there are ? LESSON VII Ti' ny, very small. Up' right, straight up ; erect. Pleas' ant, that which causes agreeable feelings. Mead' OW, a grass field from which hay is cut. Ceil'ing, the upper covering of a room. Spark' le, to shine with a bright changing light. Re cite', to say aloud. Re quest', a favor asked. Afraid', filled with fear. Ap pear', to come into view. Al lowed', granted; permitted. Dis tinct' ly, plainly. THE COLON. rri HEE.E is one more mark that I wish to show -^ you : it is the Co' Ion. The colon is made by placing one period over another, like this : 2. The colon is not seen so often in books as the semicolon; hut if you see one when you are reading, you may rest longer at it than you would stop at a semicolon. 3. A little boy is by no means to be allowed to do as he pleases : he must mind what is said to him : he must try to please his father and 24 NATIONAL SECOND KeadeK. motlier : he must be kind and pleasant to every one : he should treat others, as he would wish that they should treat him. 4. The grass grows in the green meadow : the leaves appear on the trees: the blossoms are all open : the weather is mild and warm. 5. Learn your lessons well : study them a long time: be careful to read the words cor- rect' ly ; and, when you recite your lessons, speak clearly, distinct' ly, and loudly. 6. You have said in your joy : I avlLL study my lesson : I will spell all the hard words : I will learn the names of all the marks: I will read as though I were talking : I will stand at the head of my class. 7. One day, a good little girl, whose name is Anna Smith, learned these lines, at the request of her teacher : 8. I see, my little fly, your wings. That sparkle in the sun : I see your legs, what tiny things ! And yet how fast they run I 9. You walk along the ceiling now, And down the upright wall : I'll ask mamma to tell me how You walk and do not fall 10. I'll near you stand, to see you play But do not be afraid : I would not lift my little hand To hurt what God has made. MAEK8 AND PAUSES. 25 LESSON VIM. Pause, a stop. Curved, formed into a curve bent. Point, the sharp end of any thing ; a mark. E nough (e niif ), plenty. MARKS AND PAUSES. Teacher. I will now ask some questions alDout the marks nsed in reading. In the lessons yon have just read, you were told the names and use of these marks. If you attend to what I say, I think you will be ahle to answer all my ques- 26 NATIONAL SECOND EEADER. tions. Charles, what is the name and use of the little curved dot you see on the blackboard ? Charles, That little curved dot is called a comma. It is used to mark the shortest pause. When I come to a comma in reading, I may stop and rest for a short time. Teacher, That is right, Charles. You may tell me, Mary, which of the marks is called the semicolon^ and what it shows. Mary, The semicolon is a comma with a little round dot over it. The semicolon shows a pause that is usually twice as long as that of a comma. Teacher. Emma, you may tell me all you know of the next mark you see on the board. Emma, The next mark is two dots, one over the other: it is called the colon. The colon shows a longer pause than the semicolon. When reading, 1 may rest at a colon enough longer than at a semicolon to say and. Teacher. William, you may tell me the name and use of this little round dot. William. It is a period. When I come to a period, I must stop, as if I had done reading. My voice must fall at a period, and I must rest longer than at a colon. The period is placed at the end of a sentence. MARKS AND PAUSES. 27 Teacher. Anna, can you tell what a sentence is? Anna, The words that are used to ask or to tell something are called a sentence. The sen- tence almost always ends with a period ; and it is sometimes called a period. Teacher, If I say, The good hoy, are these three words a sentence ? Anna. No, sir. They do not tell us any thing. Teacher. James, if I say, The good hoy studies, are these four words a sentence ? James. Yes, sir. They tell us something. They tell us what the good boy does. Teacher. Very well, James : can you tell the name and use of this crooked mark ? James. It is the interrogation point, or ques- tion marlc, and it is always placed after a ques- tion. If the question may be answered by yes or no, the voice must rise at the interrogation point. If the question can not be answered by yes nor no, the voice must fall at this point. Teacher. You may tell me, Charles, what you know of the last mark on the board. Charles. The name of the last mark on the board is the exclamation point. I must rest at that point ; and, when it is placed at the end of a sentence, my voice must fall. EXERCISES IN READING LESSON I. Stream, running water. Some' times, now and then. In' sect, a very small animal. Plot' lire, a likeness of a thing. Past' lire, a field where cattle graze, or feed on grass. Pro nounce',to utter ; to speak De pends', trusts ; leans on. At tend', to notice carefully. E vening (e' vn ing), the close of the day. Beau' ti ful, very pleasing to the eye. Re mem' ber, to keep in mind. THE NEW BOOK. ONE fine morning, in the month of June, a lit- tle boy, by the name of John True, was seen going to school, with his sister Mary. 2. He was a very good little boy, and his sis- ter was also a very kind girl ; but she was larger and older than her brother. THE NEW BOOK. 29 3. Though they lived a great way from the school-house, you will see, if you look at the picture below, that it was a very pleasant walk. 4. On the left side of the road, there is a fine stream of clear, cold water. Sometimes they would stand on the bridge that passes over the stream, and watch the little fishes playing in the water. 5. The little fishes would sometimes spring up from the water, to catch flies, or other in- 30 I^ATIONAL SECOND EEADEE. sects. Sometimes they would chase one an- other in the stream, or turn over and over, and show their bright little fins, that sparkled like silver or gold. 6. You see, on the right side of the road, some very fine trees. Here the little birds built their nests ; and, every morning and even- ing, John and Mary could hear them singing their sweet songs. 7. The cows and sheep used to come from the pasture to drink; and, on warm days, the cows would stand in the water, under that large tree near the stream. 8. John was very happy this morning, though he had not once thought of these beautiful things. What do you think made him so happy ? I will tell you. 9. He had been to school during all the cold weather, and had tried so hard to learn to read, that he had read all the lessons in the Word- Builder, and could spell the words in it, with- out looking at his book. 10. You see, in the picture, he has a book in his hand. It is a new book. His father bought it for him the day before, and his class were to read the first lesson in it this morning. 11. It was a very pretty book. Its name you L — . . THE NEW BOOK. 31 can see on the back of the Ibook yon hold in yonr hand, for his book was jnst like yonrs. 12. It was the new book, then, that made John so happy. As he was thinking of it, he asked his sister Mary how long it wonld be be- fore he conld read all the lessons in his new book, and have another Reader. 13. My dear brother, said his sister, that de- pends on yourself. If yon study your lessons with care, see how the words are spelled, and attend to what yonr teacher says, you will soon be able to read all the lessons in your new book. 14. I hope, my young reader, that you will remember what Mary said to her little brother. If you study your lessons with great care, and learn to pronounce and spell all the hard words, you will soon be able to read all the lessons in this book, and then you can have a new one. ARTICU LATION. a or a. age, ^pe, bale ; bathe, cage, cave ; dale, dame, flake ; flame, gate, gave ; haste, hate, lake ; make, rage, same ; save, tale, tape; vale, wake, wave. Note. — Letters representing the element taught in each exercise in Articulation, wherever they occur in reading lessons immedi- ately succeeding, are printed in italics. 32 NATIONAL SECOND READER. LESSON I Spring, first season of tlie year. Boughs, branches of trees. Li' lac, a flowering shrub. Bios' soms, flowers of plants. Ma' pie, name of a forest tree Snow'-drop, an early spring plant bearing white flowers. Pat' ter, to strike with a quick succession of small sounds. Gar den (gar'dn), ground care- fully cultivated. Win' ter, last season of the year Cro' CUS, a beautiful plant that blossoms early in spring. Pur' pie, a color made of blue and red, — most red. Fro zen (fro' zn), hardened by cold. But'ter-cups, small yellow flowers. Vi' o let, a color made of red and blue, — most blue. S SPRING PRINGr has come. The s5ffc, rich rains have melted the snow and ice of winter. The SPEING. 33 water in the frozen brook and river is now set free. 2. Tlie red blossoms of the maple, and the white blossoms of the dog-wood, have appeared. The buds npon the lilac have swelled and burst, and their sweet odor scents the air. The white blossoms of the cherry-tree hang upon its boughs, like snow-flakes. 3. The white snow-drop, the yellow and pur- ple crocus, and the blue violet, have appeared; and now the May flowers open their soft blue eyes. 4. The songs of the birds are heard in the garden and the wood ; the little lambs skip and play in the green pastures ; and the busy bees are gathering their honey. 5. Men are at work in the gardens and the fields ; and the fresh earth sends up a pleasant smell. 6. Children are let loose in the fields and gardens. They walk upon the green grass, and pick the early fiowers. They hold butter-cups under each others' chins, in play, to see whether they like butter. 7. The dewy evening comes on. There are no clouds in the blue sky. The moon and stars shine with a s6ft and clear light. All is still. 34 NATIONAL SECOND EEADEE. There is not a breath of wind ; no hum of bees ; no song of birds ; not a sound upon the earth, or in the air. 8. If there are clouds in the sky, there will be no wild storm of wind and rain. The warm drops of the gentle shower will patter on the roof, like the light tread of your little brother or sister's feet. You will not wish to sleep ; but you will lie awake to hear the pleasant sound of the dropping rain. ARTICULATION. a or a at, act, ash; brad, b&de. br&nd ; cMm, clamp, clash ; damp. dank, dash; Mmp, Mnd, llsh; r^nk. rant. rash ; samp, 8^sh, scant ; van, vMve, v&mp. LESSON III Edge, border ; brink. Tame (tim), not wild or fierce. Piec' es, parts. Tur' tie, a four footed animal, covered with a shell. Se cure', to keep safely. Af fee' tion, love ; kinndess. Ve' lii cle, that on which any person or thing is carried. Car' riag es, vehicles on wheels Great ures (kr^f yerz), ani- mals of any kind. THE GIRL AND FISHES. 35 THE GIRL AND THE FISHES. TN" a town near Boston, there once stood a ^ small house, close by the side of a river. A little girl lived in this house, with her father and mother. 2. This was a very kind little girl. Everyday she used to take some bits of bread, and go near the edge of the river, and call " Turtle, turtle." 3. A number of turtles would swim to the place where she was, and catch the pieces of bread she threw into the water, or take them out of her hand. 4. When ihe little fishes saw how kind and 36 J^ATIONAL SECOND READER. gentle she was, and that she did them no harm, they would also come and eat the crumbs of bread. 5. The turtles and fishes soon became so tame, that she could put her hands into the water and take hold of them. 6. People came many miles in their carriages to see the little girl feed the fishes and turtles. She was so gentle and kind, that the little creatures had no fear of her. They would crowd around her hands in the water, and take the bread from her fingers. 7. You see, from this lesson, how much may be done by kindness. The little boy or girl that is kind to others, will always have friends. By kindness to dogs, horses, and other animals, you may always secure their affection ; and, as you have seen, even turtles and fishes may be tamed by kindness. ARTICULATION. L hrch, ^rm, hrt; bird, bl,rge, bark; d^rn, dl,rt, fhr ; h5,rm, ^^^'g^j h'li'k ; pto, sm^rt, stS-rch. clird, c^rve, d^rk &m, h^rd, h^rk m^rch, m^rk, -phrk SPEAK KINDLY. 37 LESSON IV Harsh, rougli ; severe. Grieved, pained in mind. Bruised, cruslied by a blow. Scarce' ly, hardly. Mind' ed, cared for. Wound' ed, cut ; injured. Rough ly (ruf ly), ill-naturedly. Sin gle (sing' gl), one ; alone. SPEAK KINDLY. SPEAK kindly to your brotlier, Henry : kind words are as easily said as liarsli ones. 2. See! there are tears in little Charley's eyes. It was but a moment since that his hap- py laugh filled the whole room. 3. ^re you not grieved, my boy, that a sin- gle word, roughly spoken by you, should have chased the sunshine from that sweet little face ? I am sure you are. 4. There, now his tears have all gone, and his dear little arms are around your neck. Never speak harshly to him again, Henry ; nor, indeed, to any one. 5. Kind words are easily spoken, and they do good to all ; while angry words hurt as badly as blows ; and, sometimes, a great deal worse. 6. Words hurt as badly as blows 1 Oh, yes ; and, as I have just said, a great deal worse. 7. I have seen a little boy, who scarcely ever 38 NATIONAL SECOND EEADEE. minded a fall, even thongh his flesh was some- times bruised, or wounded, weep, as il' his heart would break, at an unkind word. Speak kindly to each other, then, my children. ARTICULATION ^ dll, hdll, b41d ; chdlk, fdll, mse ; ^•all, hMl, hdlt ; mdlt. salt, scMd ; StMl, swath tall ; tilk. thrill. wall ; wdlk, wdrm, wdrd ; warn, want, w4rp. LESSON V. Bars, strips ; narrow pieces. Slim, tliin ; slender and long. Clock, a large time-piece whicli marks the hour of the day. Point' ing, marking* out. Fig Tires (fig' yerz), marks standing for numbers. Din'ner, second meal of the day. THE CLOCK rr^HE clock is a very -*- useful thing. It tells the time of the day, and of the night. 2. We wish to know at what time to rise in the morning, at what time to take our break- THE CLOCK. 39 fast, at what time to go to school, at what time to go home from school, at what time to have our dinner and our supper, and when it is time to go to hed. 3. This is what a clock or a watch will tell us. 4. But how can the clock tell us the time? The clock can not speak. 5. Oh, no, the clock can not speak; but the clock can tell us the time by pointing to it. 6. If your little brother should ask you where his ball is, and you should point to the floor, under the table, with your finger, that would be telling him, without speaking. 7. So the clock tells the hours, by pointing to them, without speaking. 8. The clock has no fingers to point with ; 40 NATIOIS^AL SECOKD EEADER. but it has two long and slim bars, wliich we call its hands, which I shall show you in this picture. 9. In the picture, you see the round face of the clock, with its two hands pointing at the figures, which are all around the face. 10. The figures stand for numbers, and there are twelve of them on the face of the clock. These numbers are sometimes made with fig- ures, and sometimes with letters. 11. Here are the numbers, made both with letters and with figures, which you must read before I can tell you any thing more about the clock. One . Two . Three Four Five . Six . I Seven . . II Eight . . III Nine . . . ly Ten. . . . V Eleven . . yi Twelve . . 7 8 9 10 11 12 yii yiii IX X XI XII THE CLOCK. 41 LESSON VI. Hour, the 24th part of a day. Quar' ter, fourth partof a thing. Minute (min'it), the sixtieth part of an hour. Be cause', for the reason. Con clud' ed, ended ; finished. Ex act ly (egz Sikt' ly), precise- ly ; just the thing. THE CLOCK ;luclecl. npHE clock has two hands, a long one and a ^ short one. The short hand is the hour- hand, and the long one is the minute-hand. 2. The short hand, or hour-hand, moves very slowly ; and the long hand, or minute-hand, goes all around the face of the clock, while the hour- hand goes from one figure to the next one. 3. In this picture, you see that the hour-hand points to the number one,' and the minute-hand points to twelve. It is now exactly one o'clock, by this clock. 4. When the minute-hand points to twelve, the hour-hand always points to the hour of the 42 NATIONAL SECOND EEADEE. day, and it is exactly tliat hour at wMch the hour-hand points. 5. It would be very easy to tell what o'clock it is, if we had to tell only the houi*, because the hour-hand points to the hour. 6. But, to tell the time exactly, we must look at the minute-hand, as well as the hour-hand, and see where the minute-hand is. 7. When the minute-hand points to the fig- ure one, it is ^ye minutes past the hour at which the hour-hand points. 8. When the minute-hand is at the figure two, it is ten minutes past the hour. 9. When the minute-hand is at three, it is fifteen minutes, or a quarter, past the hour at which the hour-hand points. 10. When the minute-hand is at four, it is twenty minutes past the hour. 11. When the minute-hand is at five, it is twenty-five minutes past the hour. 12. When the minute-hand is at six, it is thirty minutes, or half-past the hour, and the hour- hand has reached half way to the next hour. 13. When the minute-hand is at seven, it then wants twenty -five minutes of the next hour; that is, the hour to which the hour-hand is nearest. THE CLOCK. 43 14. When the minute-hand is at eight, it then wants twenty minutes of the next hour. 15. When the minute-hand is at nine, it wants a quarter of that next hour. 16. When the minute-hand is at ten, it wants ten minutes of that next hour. 17. When the minute-hand is at eleven, it then wants five minutes of the hour to which the hour-hand is nearest. 18. And when the minute-hand is again at twelve, it is exactly the hour at which the hour- hand points. 19. Now, see whether you can tell what o'clock it is loy the three clocks in the picture above. bare, glare, scare. ARTICU LATION. a. care, cha^r ; dare, fare, flare hare. snare la^'r ; spare ; mare, pare, rare ; stare, tare, ware. Note. — The fifth element, or sound, represented by a, is its first, or alphabetic sound, modified or softened by r. 44 NATIONAL SECOND BEADER. LESSON VII Mewed, made the cry of a cat. Pleas' ant, agreeable. Play' ful, full of play or fun. Pret ty (prit'ty), pleasing to tlie eye A pron (i' pern), a cover for the front part of the dress. Tow' el, a cloth used for wiping the hands and other things. In stead', in place of. Pret'ty soon, in a short time. Mis' chiev ous, doing injury. MARY'S KITTEN. T" ONCE knew a little girl named Mary. She -^ liad a little kitten that had blue eyes, and was all wliite except the tip of its tail and one paw, which were black. 3. The kitten loved Mary very much. Every morning she would come to her door, and, when it was opened, she would run in and jump on her bed, and pur, and rub her face against Mary's cheek, as if to say, ''Good-morning !" 3. She was a playful little kitten, too. When Mary was dressing, she would run after her, and play with her shoe-ties, so that sometimes Mary was not dressed when the breakfast-bell was rung. 4. One day, Mary went to see her aunt, and, on her return home, she could not find her kit- ten. She called all over the house, but the kitten did not come. "Oh, mother!" said she, "I fear my kitten is lost." 5. Her mother opened the cellar-door, and maey's kitten. 45 called "Kitty, kitty!" In a moment, a little kitten came running up the sta^rs. As soon as Mary saw her, she began to cry, and said, "This is not my kitten : my kitten is all white, and this one is all black." 6. And, snre enough, the little mischievous creature had been among the coal, and was so full of the black coal-dust, that you would have thought she had never been white. Mary's mother laughed, as she said, "Kitty is some- thing like my little girl. When she is cross, I say, * That is not my little Mary, for my little girl is pleasant, and this little girl is cross.' Let Susan wash kitty, and perhaps she will be white again." 7. Susan brought a pail of water and some soap, and held the kitten fast in the pail while she rubbed her well. Kitty did not like it much, and tried to get away. She sneezed and mewed, as the water got into her mouth. But pretty soon she was all white again, and Susan rubbed her as dry as she could with a towel, and put her into Mary's apron. 8. Mary ran smiling into her mother's room. " Oh ! here is my white kitten come back again," she said. And, sure enough, the kitten was as pretty as ever. 46 NATIONAL SECOND EEADEE. 9. ''Now the kitten is like my little Mary, wlien she is good," said her mother. ''I then say, I am so glad to have my pleasant little girl back again, instead of the cross child who was here a short time ago." ARTICULATION. c^st, LSS, pass, bisk, chance, grisp, stM, bMst ; cMss ; griss ; tisk; branch, brdss, dance, fast. Mss, Mst, pith, vast, cisk; glince ; mast; waft. Note. — The sixth element represented by a is a sound inter- mediate between a, as heard in fat, liat, and a, as in arm, arch. LESSON VIM. Rear, the back part. Strive, to labor hard. Arch, a part of a circle. Grown, increased in size. Bright, giving a great light. Health, freedom from disease. FQirm' er , one who tiUs the soil. Parm' - house, the house where the farmer lives. Poimt'ain, a small basin in which water springs up. Bask'et, a light woven vessel in which things are carried. Ex' er cise, motionof the body. AMY LEE. ON the next page is a picture of the farm- house where Amy Lee lives with her aunt in summer. AMY LEE. 47 2. When the weather is cold, she lives with her par'ents, in the city of New York ; hut dur- ing the warm weather she is left with her aunt in the country. 3. You see the rear of this house. Vines have grown up and covered its sides ; and two large rose-bushes form an arch over the door. 4. Here is a fine flower-garden and some fruit trees. You see Amy standing by the fountain, watching some pretty little gold- fishes that are swimming in the clear, cold water. 48 NATIOT^AL SECOND EEADEE. 5. She lias just been picking some flowers for her annt, and the exercise has given a glow of health to her cheeks. 6. The pure morning air, the bright sun- shine, the songs of the birds, and the sweet scent of the fruit and the flowers, have made her heart glad. 7. She loves the little fishes, and she would like to hold them in her hands, and play with them ; but her aunt has told her that she must not, and she is a kind and good little girl, and does as she is bid. 8. Amy's aunt has no little boys nor girls of her own ; but she loves Amy very much, and takes great pains to teach her many useful things. 9. Her aunt tells her many fine stories, and gives her little books, and teaches her how to read them. 10. Amy sometimes asks very strange ques- tions ; but her aunt is always kind, and explains to her what she wishes to know. 11. When poor people call at the door to beg for food, Amy's aunt allows her to take some bread and butter, or meat, to them, and some- times she gives them some nice pie and cake, or fruit. AMY LEE. 49 12. Here you see a poor woman, with a bas- ket on lier arm. She has a sick little boy at home, whom she loves very mnch, but she has nothing to give him to eat. Amy has just giv- en her a loaf of bread, and she has some fine ripe grapes, in her lit- tle basket, to send to the poor sick boy. How happy she looks, and how thankful thr poor woman is ! 13. I hope that all the boys and girls, who read this story of Amy Lee, will always be kind to the poor ; for if they would be happy themselves, they must strive to make others happy also. ARTICULATION. h or h. be, hh, mh\ we, ye, ^ve; eke, breve, cede ; glebe, here, mere ; scene^ scheme, she ; the^ these^ theme ; beam, beard, b eat ; d^ar, fear, hear. 50 NATIONAL SECOND EEADER. LESSON IX. Queer' ly, oddly ; strangely. Un' cle, the brother of one's father or mother. Shear' ing, cutting wool with shears. Coun' try, land outside a city. Wag' on, a carriage on four wheels. Scis' sors, a small cutting instrument of two blades. NELLIE. "^VTOT far from Baltimore, lived a little girl, -*^^ whose name was Nellie. She was a good little girl ; but she was so fond of fun, that she often forgot what was right, and made a great deal of trouble for herself and her mother. 2. One day, she carried the cat up stairs, and taking a pair of scissors, cut very many little bits of fur from pussy's back and sides. She did not hurt puss, for she was always gentle with her, but it made her look very queer. 3. Puss went down stairs, where Nellie's mother was at work, and sat down in the mid- dle of the room. She then looked at Nellie's mother, as though she would say, "Just look and see what Nellie has been doing to me." 4. Nellie was once sent into the country to stay with her uncle John, during the summer. She was very fond of the country ; and she loved her uncle John, because he was always very kind to her. NELLIE. 51 5. Nellie's uncle had a great many sheei^ and little lambs. When the day came for shearing the sheep, Nellie was told she might go into the field where they were, hut she must keep very quiet, and not drive them about. 6. But when Nellie got there, she forgot all that her uncle had said. She chased the sheep and lambs all over the field for a long time. 7. At last one large sheep seemed to think he could play at this game too. So he ran at Nel- lie, when she did not see him, and pushed her down the bank into the brook, where the men were washing some of the sheep. 8. This made the men all laugh very much, when they saw Nellie was not hurt. Nellie did not think this was funny, though she did not mind the wetting, as she was used to cold water. 9. As she rode home in the wagon, she told her uncle that she would try, another day, to do as she was told. ARTICULATION, e or e. §nd, bSnd, blend ; bless, g^t, h§ld help, kept, lend ; melt, m^nd, nest peck, p§lt, pent ; p^st, quench, rest slept, sw^pt, tSnt ; vest, went, w^st. 52 NATIOJN^AL SECOND READER. LESSON X. Fee'ble, weak. Wick' ed, bad ; sinful. Hatched, brought forth from the egg. Nest' lings, very young birds. Feath' ers, the covering of birds. De cide',to make up one's mind Sev' er al, more than two ; a few. DON'T KILL THE BIRDS. ^^ XS it v^ry cruel to shoot little birds ?" I some- -^ times hear boys ask their teacher or friends. I will tell you a story of some little birds, that you may decide for yourself. 2. The first warm day in spring, two little birds came flying from the South, where they had spent the winter, to the woods where they had lived the summer before. They found the same tree where their nest had been then, but the nest was spoilt, and they made a new one. 2. They were very busy at work for seve- ral days, until they had a beautiful little home. It was made of hay and hair, and lined vrith moss. Soon there were four little do:n^'t kill the bikds. 53 and then one of the birds stayed at home to keep them warm, while the other flew 5ff for food. 4. After a while, there were fonr little birds hatched from the eggs ; but they were poor little feeble things, not strong enough to fly. They had no feathers to keep them warm. The mother-bird spread her wings over them, and scarcely ever left the nest, for fear her nestlings would die. Her mate brought food both for her and for the little ones. 5. One afternoon, the father-bird had been gone a long time, and the little birds began to be very hungry. They chirped and chirped for food, but no food came. "I will go and look for some worms for you," said their mother. And she flew away, calling, as she went, for her mate. 6. But the poor little bird would never come to her again, for he was dead. A wicked boy had shot him, just for fun. The mother-bird was flying home with a nice supper for her nestlings, when the same boy saw her. He took aim and fired, and she, too, fell to the ground. 7. The little birds in the nest called in vain 54 NATIOISTAL SECOND KEADER. for their mother that night. The sun went down, but she did not come. They crowded close together, to keep themselves warm, but they grew colder and colder, and, before morn- ing, these little birds were all dead, too. 8. Now, was it not cruel to shoot the two old birds, and leave the young ones to die in their nest ? Do you not think it would be cruel and wicked to kill any of the little innocent birds that you see in the garden or fields ? ARTiCU LATION. §rr. fern. e germ ; h^r. h^rd. n^rve ; perch, bird, rairth, s§rf, ch^rp, qu^'rk, s^rge ; s^rve, f^'rm ; first, sh^rk ; shirt. t^rm, girl, sk?rt. v^rse ; g^Vth ; whirl ; bi^rn. bi^rst. chwrch; chra-n. fur. furl ; hurt. nurse, ■pier ; p?/rse. turn, myrrh. Note. — The third element, or sound, represented by e, is e as heard in end, modified or softened by r. It is also represented by i, u, and y. LESSON XI. Storm, a strong wind with a fall of rain, snow, or hail. Bird (bird), any fowl or flying animal. Joy' ous, cheerful. Chiir ing, making cold. Harm' less, not hurtful. Cheer' less, sad ; gloomy. War' ble, to sing like a bird. Dis turb (tirb'), cause trouble. dojn^'t kill the birds. 55 DON'T KILL THE BIRDS. y^ON'T kiU the b^rds, the little l^^rds, -*-^ That sing about your door, Soon as the joyous spring has come, And chilling storms are o'er. 2. The little lb?'rds, how sweet they sing ! Oh, let them joyous live. And do not seek to take their life. Which you can never give. 3. Don't kill the b^rds, the pretty l^^rds, That play among the trees ; 'T would make the mrth a cheerless place To see no more of these. 4. The little b^rds, how fond they play ! Do not disturb their sport ; But let them warble forth their songs. Till winter cuts them short. 5. Don't kill the b^rds, the happy b^rds, That cheer the field and grove ; Such harmless things to look upon. They claim our warmest love. 5^ NATIOIS^AL SECOND EEADEE. ice, lire, life, sire. bind, grind, like, spite, ARTICU LATION I or 1. child ; dime, hide ; hive, mild ; prize, time ; while, fife, kind, rice, white. find; kite ; ride; wise. LESSON XII Snapped, bit at. Cross' ing, passing over. Shad' OW, a dark image. Riv' er, a large stream of water. Float' ed, carried on tlie sur- face of the water. Growl' ing, the noise made by an angry animal. Greed' y, hungry ; anxious to get every thing. Ap peared', seemed. Sup posed', fancied ; thought. For get' ting, not i emembering. A THE DOG AND HIS SHADOW. CROSS dog, having a large piece of meat, was carrying it home in his mouth. On his way, he had to pass over a river. 2. As he was cross- ing the stream he saw his own shadow in the water. He supposed it to be another dog with a piece of flesh in his mouth. Forgetting his own meat, he snapped THE DOG AIN^D HIS SHADOW. 57 at his shadow, to seize the piece of meat that the shadow appeared to have in its mouth. 3. As he opened his mouth, his own meat fell out, and floated away on the water, and was lost, wh^le he was growling at the shadow. 4. This cross and greedy dog thus lost his own meat, while he was trying to get what he supposed belonged to another. 5. When little boys and girls are tempted to tr^ to get away things that belong to others, I hope they will remember this story of the dog and his shadow. Shrubs, low, dwarf trees. Weeds, any useless plants. Hatch (hdch), to bring forth young from eggs. Crunibs (crumz), small pieces Chirp ing(cli5rp'ing), the noise of young birds. Snow'bil- 0, small birds ap- pearing in .me of snow. Cli' mate, a part of the earth of bread or other food. marked by particular kind of Spar rows (sp&r'), small birds. | weather. ARTICU LATION. lor i. inch. ink. cling; fringe, finch, give; glimpse. hint, kiss ; king, lift, live ; mint, mist. pink ; quick, quill. ring; rinse. silk. sink ; will, wind, Aving. 1 LESSON XIII. 58 NATIOJSTAL SECOND EEADER. THE SNOW-BI RDS. George. Oh, mother! the ground ^s all cov- ered w^th snow ! Mother. Yes, my dear: ^t has 'snowed during the night, and covered the earth to the depth of several inches. George. Oh, look at the prdty snow-birds ! See how close they come to the door. But are they not very cold, mother, their feet are so red? Mother. ]N"o, George. The little snow-birds are not afraid of the cold. They are all covered w^th soft and warm feathers. George. But are not their feet cold ^ When my feet were once almost frozen, they were red, just lika the snow-birds' feet. Mother. Their feet are always red, m summer as well as m winter. George. Where do the snow-birds go ^n the summer-time, mother? I neve:f see them after the winter has gone. Mother. They love the snow and the cold, and they go away off to the north in the sum- mer-time, where they lay their eggs and hatch their young ones. George. Then, ii they love the cold so well, THE SNOW-BIEDS. 69 why do they not stay tliere ? It is always cold at the north, you have told me. Mother. They come here for food, in our mild climate, very many plants grow, the seeds of whzch are good food for them. George. But ^t snows here too, mother, and covers up all the ground. Mother. But not often so deep as to cover up the tops of weeds and bushes m the woods and corners of the fields, from wMch they may st/11 p^ck the seeds. See, there ! Do you not see that k'ttle Ibird p^cking out the seeds from a stock wh^ch still k'fts ^tself above the snow ? George. Oh, yes ! Dear h'ttle bird ! See ! Now it has come up to the door, and ^s pzcking up the crumbs from the step. Mother. After a deep snow, they always come about the houses, and barns, and haystacks, to p^ck up crumbs and seeds. George. Where are they when ^t does not snow, or when aU the snow is melted % Mother. They are m the woods and the fields, seeking their food from weeds and shrubs. George. They all turii to sparrows in the summer-time, do they not, mother % 60 NATIOi^AL SECOND EEADEE. Mother. ]^o, dear. Dzd I not tell you that they all leave us, and go away to the north, where the climate is colder ? George. Oh, yes. But then I heard Mr. Mur- ray say, that the little chirping sparrows, that live about the house m summer-time, are snow- birds, with new feathers on. Mother. Other people besides Mr. Murray have thought so. But a sparrow is a sparrow, and a snow-bird, a snow-bird. But come, it is breakfast-time, and you must make yourself ready for school. ARTICU LATION 6 or 6. old, bold. bolt ; bone, c61d. dome ; fold. hope. home ; joke. lone, mope ; more. pole, post ; robe, roll, ro]3e ; force, g61d, hold ; rove. sole, tone. LESSON XIV. Dropped (dr6pt), let fall. I Par ents (p^r' ents), father and Treat' ed, used. j mother. Par' eels, small bundles. Con'duct, manners ; behavior. Win' dow, an opening to ad- mit light and air. Cross' -bow, a bow placed across a stock, or handle. A shamed', filled with shame. Be h.aves(hivz'),acts; conducts. GENTLE SUSY. 61 GENTLE SUSY. SITTING by my wmdow one morning, I saw little Susy going down the street. She had been sent to the store, and was now on her way home with some parcels in her hands. 2. Thomas is a little boy, whose par'ents live across the street. He was standing outside of his father's gate whittling, trying to make a cross-bo^. Susy, as she went past, looked at him, and smiled pleasantly. 3. Thomas did not return her smile. After he had looked at her a moment, he dropped his knife and stick, and, running up behind Susy, put both hands against her, and gave her as hard a push as he could. 4. Susy turned round, and Thomas ran back a few steps, laughing loudly. Then, as soon as she went forward, he would run up again, and give her another rude push. 5. This he did three or four times, when Susy turned back, still smiLuig, held out one of her hands toward him, and said : '' Come, Thomas, go with me a little way, and I will tell you something.' - 6. The boy hung his head. I am sure he felt ashamed of his conduct, when he heard 62 JSTATIONAL SECOND EEADEE. Susy speak so mildly. He waited a minute. Then lie walked gently up, and put Ms hand in Susy's, and she led him along, telling him a pretty story, I have no doubt. 7. Thomas must be a very bad boy if he ever behaves so unkindly again toward any one. But if Susy had become angry, and struck Thomas, or called him hard names, would he have been made better by it ? o. 'Uiiiiaren ought always to be gentle to- ward each other. I hope, if any of the boys or girls who read this lesson are treated as Susy was, they will do as she did. ARTICU LATION. 6 or o. bond, b5x, blot ; block, chop, cl5t ; clod, clog, clock ; fond, flog, flock ; lodge, n6t, plot ; shop, sp6t, stop ; s51ve, tr6t, in5ss ; tost, lost, soft. LESSON XV. Don' key, an ass, or mule. Stu' pid, slow to understand. Burden (bSr'dn), somctliing heavy to be carried. Jeal' OUS, fearing that another is more loved than ourselves. Ca ress', to treat with fondness. Atten'tion, notice. Con sid' er, to think. THE DOG AND THE DONKEY. 63 THE DOG AND THE DONKEY. A MAN once had a beautiful little dog, of whicli lie was very fond. He had also a donkey, that was very useful in drawing the cart, and carrying heavy burdens. 2. The donkey seeing his master caress and pet the little dog, was very jealous. He could see no reason why his master should, j^^t.^^y. as much attention to him as he did to the dog. 3. Seeing that the dog always ran up to his master, as soon as he came home, and climbed up into his lap, the stupid donkey supposed that, if he should do the same thing, his mas- ter would be as fond of him as he was of the dog. 4. One day, as his master was sitting at the door of the house, the donkey ran up to him, and put both of his fore-feet in his master's lap, as he had seen the little dog do. 5. His great heavy feet and thick hoofs hurt his master very much, and he called aloud to the servants to beat the donkey away, and shut him up in the bam. 6. The story of the donkey and the dog 64 NATIONAL SECOND EEADER. should teach us that it is not proper for us to do every thing that we see others do. 7. We must consider whether what we wish to do will injure others. It is not right for you to do what would hurt or injure others. If you do, you may be treated as harshly as the poor donkey was. ARTICU LATION. s d6. t6, who ; 16se, pr6ve. tomb ; boon, boot. m5on ; s6on. shoot. pr6of; f5ol, 16op, loom ; n6on. spoon. spool. LESSON XVI Dam, the female parent or mother of a beast. Mo' ment, a very short space of time. Lift' ed, raised up. Ten' der ly, with gentle care. Be longed (1)6 I6nged'),was the property of ; owned by. THE LAMB. AS Clara Wood was on her way to school, one day, she found a little lamb lying in the s5ft, green grass. She looked all around, but its dam was not to be seen. She lifted it ten- THE LAMB. 65 derly in her arms, and carried it back to Iter home. 2. As she walked along, the lamb laid its head against her bosom, and looked up in her face mth its mild eyes. Already she loved it ; and when she reached home, she said : 3. '^Dear mother! Look here, I have the sweetest little lamb ! It was all alone in the field, and I have brought it home. May it be mine, mother ? I will give it some of my bread and milk, and oh ! I will love it very much." 4. But Clara's mother said that the lamb, no doubt, belonged to farmer Wilkins, and that it would not be right for her to keep it. 5. Then Mrs. Wood, seeing how sad Clara looked, said: **It would be wrong, my love, for you to keep what belongs to farmer Wil- kins. If you had a lamb, and it were 15st, would you think it right for the person who found it to keep it as his own f 6. Clara Wood, though a little girl, saw in a moment that she had .no right to keep the lamb. She then said, with tears in her eyes: *' Would I better carry it over to farmer Wil- kins?" 7. ''Yes, dear. It may be his; but, if not, he can tell you to whom it belongs." 66 I^ATIOl^AL SECOND READEE. 8. Clara took the lamb in lier arms again, and carried it over to farmer Wilkins. ARTICULATION. u or u. blu^, cube, cure; du^, duke, dupe; flute, fuge, fume; fuse, glu(?, ji^e; lure, lute, mule ; muse, mute, pure ; slu^, spume, su{t; su^, tube, tune. LESSON XVII Wursed, cared for tenderly. [ Stoop' ing, bending. Field, a piece of inclosed land. Gift' ed, furnislied with. Ground, the upper part of land. Skip' ping, moving lightly from place to place. Pol' low ing, going after. An' i mal, any thing that lives and breathes. THE LAMB — Concluded. " J FOUND this dear little lamb all alone in -^ the fields, as I went to school," said Clara, when she saw the farmer. "Mother said it must be yours ; and I have brought it over to jou.^^ 2. " Yes, it is my lamb," said farmer Wilkins, as he took the little animal from her arms ; "andyo'Z^are a good girl for bringing it home THE LAMB. 67 to me. If the dogs liad found it, they would have torn it all to pieces." 3. As the farmer said this, he put the lamb upon the ground, but, as Clara thought, not very gently. StoopiQg down, she put her arms around its neck and kissed it. Then looking into the farmer's face, she said; ^*Yo2^ will not hurt the poor lamb, sir, will jou V 4. " Oh, no, child ! I wiU not hurt it." As the farmer said this, he saw that there were tears in the eyes of the little girl, and knowing- that she loved the lamb, and would like to keep it, he said : "If that lamb were jouxs^ what would jou do with it ?" 5. "Oh!" replied she, "I would feed it with new milk from our cow every day ; and I would make it a nice soft bed to sleep on, where no cold nor rain can touch it. And I would love it so much !" 6. "Take it, then, my good little girl," said the farmer. "I have a great many lambs in my flocks, and shall not miss this one. Take it ; it is yo^rs." 7. " Oh, I am so glad !" said the now happy cliild. Then lifting the lamb once more into her arms, she ran home with it, as fast as she' could. She nursed the lamb with so much 68 NATIONAL SECOND EEADJ:R. care, that it scarcely missed the mother from which it had been taken. It soon learned Clara's voice, and would follow her abont, and sport with her as playfully as a kitten. 8. Every day, when she went to school, her mother had to shut the lamb up in the house to keep it from following her ; but when she came home, it would see her a good way off, and run, skipping along, to meet her. 9. Though the lamb could not tell, in words, how much it loved its dear young friend, yet Clara could read love in its eyes ; and she ^knew all it would have said, if it had been gifted with speech. ARTICULATION ti. or u. hM, b^mp, b^nch ; blush, cMmp, cWtch, crust ; dAck, flush, hunt, hi^sh Mmp, much, mull brush, cMb ; dust, fund ; jump, just ; pfimp, rfish, rust. judge. LESSON XVIII. Clus'ters, bunches. Trained (trind), made to go in , a certain way. Trel'lis, a frame on which plants grow. Luck' y, fortunate. En' vi OUS, feeling pain at an- other's success. Dis ap point'ed, hindered from getting what was expected. r j SOUR GRAPES. 69 ^^^ki^m^ ^^^^^^^^^^&i'' ^^^^T^^ ^.^.^^.^^:iM'^^. . SOUR GRAPES A FABLE. A FOX passing by a garden, one day, saw -^^^ some very sweet and ripe grapes, hanging in cl^^sters from the vines. B^t the vines had been trained, as vines should be, on a high wall or on a high trellis, and he conld not reach them. 2. He jumped uip, and ran round the vines. and tried every way in his power to get at the 70 NATIONAL SECOND READER. grapes. But all was in vain. He could not reacli one of them. 3. At last, tired in the vain attempt to reach them, he went off, saying to himself, "They are nothing b^^t sour grapes after all. I would not pick them uip, if they were lying at my feet." 4. Sometimes, little boys and girls act j^st as the fox did. If they w^ant something which they have tried to get, and find that some one else has been so l^^cky as to obtain it, they say it is good for nothing, and they would not take it, if they could get it. 5. John Carney was an envious boy. He had been trying very hard to secure a prize which his teacher had offered to the scholar that should be at the head of his class on a cer- tain day. 6. It so happened that James Bead obtained the prize, and John Carney, who wanted it very -much, being disappointed, said to James, '' You feel very proud because you have the prize. I would not take it, if the master would give it to me." 7. In saying and doing so, John acted j^^st as the fox did, when he could not reach the grapes. THE PICTUKE-BOOK. 71 8. 'Now, if you hear any one say, '' JSotcr grapes y^^ I liope you will ^^nderstand what it means. ARTICULATION. u. bull, bush, full ; pull, push, puss ; put, wolf, hook ; hook, look, took. LESSON XIX. Prize, to esteem. Leaves (l^vz), parts of a book containing two pages each. Leath' er, the skin of an ani- mal tanned or dressed for use. Sto' ry, a tale ; something told. Enough (enuf), plenty. A right', in a proper way. Afford', to produce ; to givew Prop' er ly, rightly. Enjoy' ment, pleasure. A mus' ing, funny ; pleasing. THE PICTURE-BOOK. '' A LFEED, my son," said Mr. Taylor to a ^-^ bright little boy seven years of age, ' ' here is a beantiful picture-book I have b)ought for you." 2. "Tliank you, father," said Alfred, ^^tis a beautiful book indeed, and f^U of pictures, I shall prize this book very much, because it was given me by my dear father, and is so pretty." 3. "Now," said Mr. Taylor, "you are old enough to begin to think, and I wish you to learn to think aright. 72 NATiois^AL seco:n^d eeadee. 4. "The older you grow, the more you will learn to think, and to think properly. You can now judge only how the book appears to the eye. But it contains something more than the pictures. Can you tell me what that is ?" 5. " Oh, yes, father. It has an inside and an outside, and many leaves, and two pages on each leaf. And then there is the thick cover of the book, which is made of soft leather." 6. '' And now, my son, if you shouid shut your eyes and keep them shut, while I read to you one of the amusing stories of which this THE PICTURE-BOOK. 73 book is so full, would you not perceive tliat there is sometMng in tTie book, wMcli needs not to be seen, in order to be enjoyed ?" 7. " Yes, father, I know the book is f^U of stories ; and there are many pictures, too, which show what the stories are about." 8. ''But, if the pictures were not there, co^^M you understand the stories in the book f 9. '' No, sir, unless some one should read them to me." 10. ''Now, which wo2^Zd you prefer," said his father, " a book f^ll of stories, without pictures, or a book f^^ll of pictures without stories ?" 11. "I would much rather have a book full of stories without pictures, than a picture-book without stories," said Alfred. 12. "But you can see the pictures. Can you see the stories, my son ?" 13. "No, sir; but you, or dear mother, could read the stories ; or, I might read them my- self." 14. "Now, my son," said Mr. Taylor, "this book will teach you a useful lesson. While it is f^^U of pictures and pleases your eye, at the same time the stories in it, though you may only hear them, wOl afford you still greater pleasure. 74 NATIONAL SECOND EEADEE. 15. ''The ear, tlien, may afford you as mucli enjoyment as the eye. With the eye, you may see the sun, the moon, the stars, and all the beautiful things around you. With the ear, you may hear pleasant sounds, sweet music, and the glad voices of your friends." rouudi. ARTICU LATION ou. out, hounQQ ; hound., ioundi, iount ; \\oundi, lownge, Viwunt ; iwouih, rouse, sound ; south, couah, cloud ; house, jounce ; ■pounce, -pound ; shout, wound. LESSON XX Qnar' rel, to dispute angrily. Dis please', to make angry. Gen' er ous, giving freely. Sat' is f ied, having enough. Dis o bey', to refuse to do what is ordered. TH E GENEROUS CHI LDREN. ^^nr UCY, did you give your little "brother the -Li peach, which I gave you for him ?" said a father, to his little daughter. "No, father, I did not," said Lucy. 2. ''And why did you not, my child ?" said her father. ''I gave you two peaches, a large THE GENEKOUS CHILD REJST. 75 one and a small one. The large one was for yourself, and the small one for your brother. Were you not satisfied ? Yours was much larger than the one I told you to give to him. I hope you have not eaten them hoth." 3. ''Oh no, dear father," said Lucy. "late only the smaller one, and gave to dear little brother the larger one." 4. "But why did you not give him the smaller one, as I told you to do ?" said her father. 5. "Because, I thought he would like the larger one better," said Lucy. " I love my dear little brother, and I am pleased when I see him happy. I did not intend to dis- obey you, dear father, and I hope you will not be displeased with me for what I have done." 6. Her father looked at his little daughter with a smile on his face, while a tear started in his eye, as Lucy continued. 7. "But little brother almost quarreled with me abo^^t it, dear father. He said that he would have the little peach, and that I should eat the big one." 8. "He was a generous little fellow," said her father, "and you too are a generous little 76 NATIOI!^AL SECOND READER. girl ; and, so far from being displeased with you, I am pleased with you both. I gave the larger peach to you, because you are older and larger than he is." 9. ''And I," said Lucy, ''want to give the best things to my dear little brother." 10. "Lucy," said her father, "tell me truly, when you had eaten the smaller peach, and saw your little brother eating the larger one, did you not wish you had kept the larger one yourself." 11. "Oh no, dear father, it gave me more pleasure to see my dear little brother enjoying his peach, than to have eaten it myself f 12. "That is true generosity," said her fa- ther. "We are not generous, when we give to others, what we do not want (92/,rselves. To be generous is to give to others what we do want 6)2^rselves, and can ot^rselves enjoy. 13. "And now, my dear," said her father, as he kissed her, " I wish you to remember how happy you feel, after you have done a generous act. If you had eaten the larger peach your- self, it might have pleased you for the time, but the pleasure would soon have been forgotten. But now your generous action not only gives pleasure to you, but it will make me and your dear mother and all your friends happy." TABLE OF VOWEL ELEMEIS^TS. 77 TABLE OF THE VOWEL ELEMENTS, OR TONICS.^ a or a as in age, ate, bane, dame, tame. a or a " 4t, dsh, d^mp, Mnd, lamp. h " &rt, irm, mlrch, cird, hlrd. 4 " 411, bdll, p^i^se, wdnt, walk. a " bare, care, flare, rare, ware. d " ask, asp, glass, d^nce, pint. e or e " lie, w^e, th^se, cede, glebe. e or e " §lk, ^nd, bless, blend, w^st. § " ^rr, h^r, n^rve, s^rve, verse. 1 or i " ice, ire, child, mild, wise. i or i " ink, inch, give, silk, wing. 6 or 6 " 61d, 6de, b61d, cold, home. 6 or 6 " 6n, bond, bl6ck, fl6ck, f5nd. 6 " d6, t6, who, prove, tomb. uoru " cube, cure, duke,- dupe, fuse. uorA " bud, bulb, hfish, lull, hflnt. u *' full, pull, put, puss, push. oio " our, o^it, f<9i^nd, hc>2^se, lotid. J First require the pupils to utter an element by itself, then to pronounce distinctly the words that follow, uttering the element after each word— thus : kge, k ; kte, k ; bine, k, &c. Exercise the class upon the above table, till each pupil can utter consecutively all the vowel sounds. The attention of the class should be called to the fact that the first element, or sound, represented by each of the vowels, is usually indicated by a horizontal line placed over the letter, and the second sound by a curved line. 78 NATIONAL SECOND EEADEE. LESSON XXI. Moss (moss), very little, small- | Offered, proposed, leaved plants. I Pig eon (pij' un), a dove Fa'ble, a story not tnie, but | Thought' less, careless, teaching a useful lesson. Wo ven ("w6' vn), threads pass- ed over and under each other. ' Boast' er, one who speaks his own praises. De ceive', to cheat. BOASTING. A l^ISTA STROI^G was a sad little boaster. -^-^ Thongli slie meant to speak tlie truth, she was so vain and thoughtless, that no one could believe her. 2. Sbe always wanted a long lesson. She would say, ''I can leam it all; it is not too hard for me ;'' though, when her class was called out to recite, she was very 5ften sent back to lier seat to study. 3. If any thing was to be done, at home or at school, Anna would always say, "/know how ; please to let me do it ;" even if it was a thing she could not do at all. 4. Miss Eaton was Anna's teacher. One day, she wished some one to point to the names of the cities on a large map, so that all the girls in the class might know where to find them. BOASTING. 79 5. "Oh, let me do it," said Anna; " I^know how as well as can be." 6. "Yes, you may do it," said Miss Eaton; but Anna could not point to a single name that her teacher called. 7. " You are like a silly little pigeon, I used to hear about, when I was a little girl," said her teacher. 8. A bright-eyed little girl, raising her right hand, said: "Oh, please tell us about the pigeon." 9. "The story," replied Miss Eaton, "is, that when the pigeon first came into the world, all the other birds came and offered to teach her how to build a nest. 10. "The cat-bird showed her its nest, all made of sticks and bark ; and the sparrows showed theirs, which were woven with moss and hair. But the pigeon, walking about in a very vain way, and turning her head from side to side, said : ' I know how ! / know how to build my nest as well as the best of you !' 11. "Then the blackbird showed her nest, which was fastened to some reeds, and swung over the water; and the turtle-dove said hers was easier to build than all, for it was quite flat, and made only of sticks laid together. But the 80 NATIONAL SECOND READER. pigeon turned lier pretty head as before, and said, ' /know bow !' 12. ''At last, the birds all left her. Then the pigeon fonnd that she did not know how at all ; and she went without a nest, until man took pity on her, and built a pigeon-house, and put some hay into it. 13. "Now, children, though the story of the pigeon is only a fable, and not true, yet you may learn from it a very useful lesson. 14. "Little boys and girls, who are vain boasters, are laughed at by others, and only deceive themselves. Like the silly pigeon, they say, ' I know how !' but they often find, to their sorrow, when it is too late, that they do not. 15. " Eemember, my dear children, that when you once learn to do any thing well, you wUl not need to boast of it." LESSON XXII. Suffered, felt pam. Bur ied (bSr' rid), put into a grave. Hard' sliips, sufferings from want or fatigue. Wan dered (w&n' derd), went from place to place. O bliged (obligdO, forced. In firm.', not fii-m or sound ; weak ; feeble. Fall en (fil'ln) sunk into a low- er or worse condition. Com' fort able, having ease, or enjoyment. LITTLE NELL. 81 LITTLE NELL. T" ITTLE Nell was a pretty and a very lovely -^-^ little child. She had lost her father, her mother, and her grandmother. She lived with her grandfather, who had iDeen rich, lout was now very poor. 2. Her grandfather was old, and had he- come very childish ; hut he loved little Nell dearly. She was a good little girl, and loved her grandfather very much, and took great care of him. NATIONAL SECOND EEADEE. 3. Her grandfatlier had fallen into bad com- pany, who cheated him, and took away every- thing that he had. He was obliged to sell his house, and when he left it, he took little Nell with him. 4. Little Nell was very nnhappy, when she learned that she had to give np her comfort- able home. Her grandfather now had no house to live in, and he did not know where to go. 5. But both were obliged to leave the house, as I have said. They wandered about, not knowing any day where they should lie down to sleep, or spend the night. 6. Little Nell never left her grandfather. She took hold of his hand and led him, and wherever he wished to go, she went with him. She never would eat or drink, until she saw that her dear old grandfather had something first ; nor would she lie down to sleep at night, until he had lain down, and was sound asleep. 7. Little Nell and her grandfather wandered about many days and nights, and met a great many hardships. Often they went whole days without food. When they could not find good, kind people to take them into their houses, they would sleep in bams or sheds, and some- times in the open air. LITTLE NELL. 83 8. Often they met with wicked people, who made sport with her poor old grandfather. This made little J^ell verj nnhappy. She did not care for herself. All that she wanted was to see her dear grandfather happy. 9. He, too, did not care about himself. He wanted his dear little N'ell to be happy. But he was so old and infirm, that he did not loiow how much poor little IN'ell suffered for his sake. 10. After wandering about for a long time, they found a poor schoolmaster, who took pity on them. He found a home for them near a country church, where little ISTell made herself useful for a short time. 11. But her long sufferings atid hardships had worn out this dear little girl. She became very ill. Her dear grandfather sat by her bedside, holding her hand, and looking at her from morning to night, but he was too old to under- stand how ill she was. 12. Little Nell did not live long. She died, and was buried in the church-yard. Her grand- father used to go out to the church-yard every day, and sit by her grave. At last, he died too, and was buried by her side. J 84 NATIOI^AL SECOND EEADEE. ARTICULATION. JaJe, Jale, Jane ; Jad, Jack, Jand; Jard, Jarge, Jark ; Jail, Jald, Jalk ; Jeam, Jeard, Jeat ; Jet, Jend, Jent. LESSON XXIII. Trudged (trugd), traveled on ; Ren' der, to give back foot. Bruised (br6zd), mangled or crushed by a blow. Clum' sy, awkward ; ill-made. Crys' tal, the glass of a watch. Cost' ly, of great price. Object', to oppose. Per ceived', understood. In dulge', yield to one's wishes. Ac' ci dent, what happens by chance. Tempt' ed, enticed to evil. THE BROKEN WATCH. '^TT^ATHER," said Henry, one day, to Mr. -■- Barnes, as they were coming from the farm-yard, '' is it time to go to school yet ?" 2. Mr. Barnes, looking at his watch, replied, '' Yes, my son. You have a mile and a half to walk, and it is now a quarter past eight o'clock. Your school begins at nine, and I would, on no account, have you late at school." 3. '^ I never should 5e late, father, if I had a watch, to see what time it is. Why will you not let me have yours to carry, so that I may always know the time ?" THE BEOKEN WATCH. 85 4. '^I should not object to your having my watch, Henry,-" said his father, " did I not know that you could not take proper care of it. A watch must be handled very carefully. Run- ning and jumping and many games in which boys indulge, would stop the watch, and ren- der it of no use to you. When you are older, I shall be happy to buy a watch for you." 5. *' O father, if you will only let me wear it to-day, I will be very careful with it, and will not run nor jump, nor do any thing that would hurt it." 6. Mr. Barnes was a rich man, and though the watch was a very costly one, he thought that a good lesson would be of more value to his son, than the price of the watch. 7. He therefore said, '^Well, Henry, you "shall have my watch for a week, and I will see how true you are to your word." He then handed the watch to his son, who put it care- fully into his vest-pocket, and trudged off to school. 8. On his way, he was met by a school-mate whose name was Charles Brown. Charles, see- ing the chain of the watch hanging from Hen- ry's pocket, said to him, " How proud you seem to be with your watch, Henry Barnes. I do 86 NATIONAL SECOND EEADER. not Relieve you have anj. You only let that chain hang out of your pocket to make people think you have a watch." 9. Henry at once pulled the watch from his pocket, to show Charles that it was a real watch, and that it kept time. Charles asked Henry to show him the inside of the watch, and Henry, unwilling to deny what he thought so small a favor, very kindly handed it to him. 10. Charles was a clumsy hoj. In trying to open the watch, it slipped from his hands, and fell with its face downwards on a large rock, on which the Joys were standing. 11. When Henry took it up, the crystal, or glass, was broken, the face was much bruised, and the hands had &oth fallen oif, and could not &e found. The two 5oys searched all around the rock, and on the ground, to find the two hands, and at last Henry Bariies was obliged to go to school without them. 12. The fall of the watch had stopped it, though Henry did not perceive that it did not go, until he arrived at the school -house and found that school had Segun half an hour before. 13. AVhen Henry returned home th^t day, he was ashamed to see his father' s face ; hut his father, who had expected some such acci- OWLS. 87 dent, asked him how lie was pleased with the watch. Henry then told him the whole truth. 14. ^' Now," said his father, " I hope you will Relieve me when I tell you, that you ought not to have any thing which is denied to you. Try always, my son, when you are tempted to ask for such things, to remem&er the* story of the broken watch." ARTICULATION d. dale. dame, ds.te ; dsirk. <^arn, 6?art ; ^id. dim, dish ; dole. dome. doze; due, duke, tZupe ; ^Z uck. dull, dust. LESSON XXIV. Beak (b^k), the bill of a bird. I Daz' zled, overcome by light. Prey (pri), what is caught bv Plu' mage, feathers of a bird. wild animals for food. | De press', let fall. Ges' tures, motions. I In' stan ces, examples. Pu'pil (of the eye), center of Inhab'it, to dwell in. the eye. | Prej ' u dice , an opinion formed Ruins (rS'inz), buildings that i without just cause. have fallen to pieces. Dis tin' guish, to perceive. o OWLS. WLS inhabit most parts of the world. They make their nests in ruins, high towers, smd 88 JVTATIOIS^AL SECOND EEADER. old trunks of trees. One 'kind of owl 5ften lays its eggs in the nests of other bir<^s. 2. The piipils of their eyes are very large, and a^^mit so much light, that they are dsizzled hy dsLj, an^are better able to ^distinguish ob- jects at night. Their eyes look forwar^^ an^i^ are surroun(^e<^ by cir- cles of feathers. 3. Their beak is curve<^, an<^ the openings of their ears have a piece of skin half roun^Z them, like what is calle<^ the flap or conch of a man's ear. The head is large, the skull thick, and hollow places in it increase their power of hear- ing, which is so great that they can (detect the slightest sounds. 4. The color of owls varies from white to a very ^ark brown, gray, and buff, and most of them are marke^Z with beautiful spots. The legs of the greater number are featherecZ to the toes ; and they can bring their outer toe back- ward an^Z forwar^Z as they please. Several kin^Zs of owls have tufts of feathers, called egrettes, just over their ears on the top of OWLS. 89 their head, wMch they can raise or depress at pleasure. 5. The plumage of these bir^^s is loose, soft, smd fine, so that they make little or no noise in flying. They seMom feed on dead things. They eat small bir^Zs, though they much pre- fer mice, of which they devour immense num- bers. 6. When they have young, they will bring a mouse to the nest every few minutes. They do not stop to pluck off hair or feathers from their prey, and, with the bones, these form lumps in the stomach, which they throw up by the mouth when they please. 7. The odd gestures of an owl are most laugh- able, when attacked by day, or when it tries to see any thing in a full light. Nothing can be more sad than its cry in the silence of the night. The soun^Z hear^ so often near its nest, wliich has been taken for snoring, is only the cry of the young for food. 8. There is a -prejudice against owls, from the story, that they get into pigeon-houses and (destroy young loirds. But some have thought that, in most instances, rats and mice are the mur^Zerers, an^Z not the innocent owl ; and this is probably true. 90 NATIOIS^AL SECOND EEADER. 9. Certain it is, that all little bir^Zs liave a great enmity toward owls. They will assem- ble in great numbers, an<^, fiercely attacking them, <^rive them away ; for no creatures fight more fiercely than many small bircZs. ARTICU LATION . 9- ^ale, g^ge, ^ate; ^ave, ^a^, ^ad ; ^rd, ^irl, p'irth ; go, ^old, ^ore ; ba^, ke^, be^/; pe^, bi^, wi^. LESSON XXV. Par' lors, sitting-rooms. Cham' bers, upper rooms. Mir'rors, looking-glasses. Sta'ble, a shed for beasts. Coars' est, meanest ; cheapest, Kitch' en, a room for cooking. Curtain (k^r'tin), a hanging cloth before a window. Cel' lar, a room under a house. Roast' ed, cooked before a fire. Re spect' ed, honored. Li' bra ry, a room for books. Veg' e ta bles, plants raised for food. Draw' ing-rooms,roomsused for company. RICH AND POOR CHI LDREN. T" ITTLE boys and ^rls, who have kind par- "-^-^ ents and pleasant homes, do not think how other little boys and ^Is live. EICH AND POOE CHILDREN. 91 2. Some of my little readers, perhaps, live in larf^e houses, with, many rooms in them. They have lar^e kitchens, where the cooking is done. There bread is made, and puddings and pies, and cake also, and nice meat is roasted. 3. They also have rooms in the house where the clothes are washed, and bathing-rooms, with hot and cold water, where all the family may wash and bathe themselves. 4. Then there are fine lar^e cellars, where apples and potatoes, and other vegetables, may be kept. They have barns and stables, and wood-houses and coal-bins. 5. Then they have lar^/e chambers to sleep in, and parlors, and drawing-rooms, and dining- rooms, and a library, where the books and newspapers are kept. 6. In their houses, there are beds, bedsteads, chairs, tables of all kinds, mirrors, curtains to the windows, and blinds or shiitters to keep out the sun by day, and the cold by night. 7. While the children of the rich see all these things and enjoy them, they must remember that there are very many children, full as ^ood as themselves, who live in small, low, and dark dwellings. They eat the coarsest food, and can scarcely obtain enough of that. They have 92 NATIONAL SECOND EEADER. no slioes nor stockings, nor warm caps in win- ter, nor cool hats in summer, to protect them from the cold and the heat. 8. When you see other children thus de- prived of so many comforts, you should pity them, and speak kindly to them, and do all the ^ood to them that you can. 9. Many of these poor children, who have so few comforts when they are young, become wise and learned and ^eat men. Everybody looks up to them. Kings and queens and princes are ,^lad to know them, and they are respected by every one. 10. In the next lesson, you will read about such a poor boy. ARTICULATION yade. J- yane, ^ack ; J^'am, yet, yest ; yib, yig, yilt ; join, joint. joi&t ; yoke, jole, jolt ; iudge. >mp, jimk. LESSON XXVI. Tent, canvas stretched on poles. Fence, a wall, hedge, or some- thing made of wood or iron, to guard land from animals. Oat'-meal, ground oats. Stud' led, learned with care. Sup port', to hold up. Com' fort a ble, enjoying ease. HUGH MILLEE. 93 HUGH MILLER. rp HERE was a poor little Iboj in Scotland, not -*- many years ago, wlio had very little to eat or drink, and scarcely any comfortable cloth- ing. 2. His par'ents were very poor. He had to stay away from school, most of the time, to work hard to support himself and his father's family. 3. When old enough to work all day, he had to make fences and walls of great heavy stones. Sometimes he had to sleep out, where the rain fell upon him during the night. He had nothing to eat but a little oatmeal, which he was obliged himself to cook, when he wanted his breakfast, his dinner, or his supper. 4. When he had done a hard day's work, in- stead of playing with other boys and men with whom he worked, he used to take such books as he could find, and go into his tent by him- self to read them. 5. He found it not easy to procure books ; but, when he could get one, he would read it through, and study it well, until he knew all that was in it. 6. In this way, he worked and studied for a 94 NATIONAL SECOND EEADEB. number of years, until lie "became quite a wise man. He was a mere stone-mason, but lie be- came so good a scholar, that many great men said they wished they could talk and writ^ as well as he did. 7. !N"ow, this man, who was the poor boy you have Just read about, is one of the most learned men in the world. Every one who knows him, looks up to him with respect. Wherever he goes, he is treated with great kindness and at- tention. Every one who goes where he is, is happy to see and know him. His name is Hugh Miller, and he stiQ lives in Scotland. ARTICULATION Zake, Zame, Z. Zate ; Zamp, Zand, Zash ; Zard, Zarge, Zark ; Zet, Zess, Zend; Zife, Zight, L Zike ; Zift, Zip, 1. Zive. ESSON XXVI Knowl' edge, learning. Bri'ers, prickly shrubs. Choic' est, most precious. Health' y, free from sickness. Tend' ed, watched ; waited on. Re sem' ble, to be like. Mis for' tune, ill-luck ; evil. A bund' ant, plentiful. Cul'ti va ted, carefully tilled Priv' i lege, special advantage. GAEDEN^ OVERRUN WITH WEEDS. 95 A GARDEN OVERRUN WITH WEEDS. Harry, Father, I don't Zike to go to school. I wish you would Zet me stay at home this morning. CharZes French's father does not obZige him to go to schooZ. Father. Give me your hand, Harry. Come with me. I wish to show you something in the garden. See how fineZy these peas are grow- ing ! How cZean and heaZthy the vines Zook ! Do you think we shaZZ have an abundant crop ? Harry. Oh yes, father ! There is not a weed about their roots ; and those Zittle poZes, or bushes, stuck in the ground, hoZd them up, so that they have a fine chance to grow. Father. Now, go with me across the road, to Zook at Mr. French' s pea- vines, through a Zarge opening in his garden -fence. WeZZ, my son, what do you think now of Mr. French's pea- vines % Harry. O father! I never saw such poor- Zooking peas in my Zife ! There are no sticks for them to run upon, and the weeds are nearZy as high as the peas themseZves. There wiZZ not be half a crop on them. 96 NATIONAL SECOND EEADER. Father. Why are they so mucli worse than ours, Harry? Harry, Because they have been Zeft to grow as they pZease. I suppose Mr. French just planted them, and never took any care of them afterward. He has neither taken out the weeds nor trained them to grow right. Father, Yes, that is the truth, my son. A garden ynll soon he overrun with weeds and briers, if it is not tiZZed with the greatest care. Children's minds are Zike garden-beds, and they must be more carefu^Zy tended than the choicest plants. If you, my son, were never to go to schooZ, nor to have good seeds of knowledge planted in your mind, when you become a man, it would resembZe this weedy bed in Mr. French's Zand, rather than the beautifuZ one in my garden. Would you think me right to negZect my gar- den as Mr. French has negZected his ? Harry. Oh no, father! Your garden is a fine garden ; but Mr. French's is all overrun with weeds and briers. It wiZZ not yieZd half as much as yours. Father. Do you think, my son, it would be right for me to negZect my chiZd as Mr. French negZects his, and aZZow him to run GAEDEK OVEERUN WITH WEEDS. 97 wild, and Ms mind to become overgrown with weeds ? I send you to school, in order that the gar- den of your mind may have good seed sown in it, and that these seeds may spring up and grow, and yieM a good crop. Now, which would you prefer, to stay at home from school, and let the garden of your mind he overrun with weeds, or to go to school, and have this garden cuMvated ? Harry. I would rather go to schooZ. I wdl never again ask. to stay at home from school. But, father, is CharZes French's mind overrun with weeds % Father. I am afraid that it is. If not, it sureZy wiZZ he, if his father does not send him to schooZ. For a Zittle hoy not to be sent to schooZ, is a great misfortune, and I hope you wiZZ think the priviZege of going to schooZ a very great one indeed. ARTICU LATION. m. make, wane, mate; march, mark, marl; ?7iask, mass, mast; m-et, melt, mend mile, mild, mind; mode, 98 KATIONAL SECOND EEADEE. LESSON XXVIII O' val, the shape of an egg. Clos' et, a small private room. Rai sins (r^' znz), dried grapes. Worn an (w6m' an), the female of the human race. Re fresh' ing, reviving; giv- ing new strength. Conn' tries, parts of the earth. Prnit er er (frSt'er er), one who sells fruit. Green' -house, a place where tender plants are protected. Season (sh' zn), a part of* the year ; a portion of time. GRAPES. ''"A /rOTHER," said little Ann Dorman, one -^-^ mommg, ^'msij I have some of the grapes in the fniit-dish, in the closet?" 2. '''No, my dear," said Mrs. Dor772an ; "I wish to send them to the poor woman down in the lane. She is very ill, and it is not likely that she will live long. She is so ill that the doctor does not allow her to eat much. 3. "A few grapes will iDe very refreshing to her, and you can eat cake, or nuts, or apples, which she can not eat. Grapes are very dear at this season of the year, and the poor woman can not afford to buy them." 4. " Why are grapes dear at this season of the yearf said Ann to her mother. " Because, my dear,'" said Mrs. Dorman, "it is difficult to keep them so long. They will rot and spoil, unless they are kept with great care." 5. ''But, mother, I have seen them at the GRAPES. 99 windows, in the grocers' shops, all the year round." '' Yes, my child, and when they are scarce they are very dear. The grocer and the fruiterer take great pains to keep them, because they know they will be wanted for the sick; and, in very cold weather, they are paid a high price for them." 6. "But why, mother, did not the poor woman have them in her garden, and keep them, until cold weather^ Father took a great deal of pains to make his grapes grow, and now we have some still." 7. "The poor woman has not a garden fit to raise grapes in, mj dear. Your father trains his vines, with great care, in a green-house, and it costs a great deal of time and money to keep a green-house. 8. " The grapes which you see in the shops, are seldom the same as those which you see in our green-houses. Our grapes are round. Most of the grapes which you see in the shops are oval, or shaped very much like an Qgg.^'^ 9. "Mother, where do the oval grapes grow, if not in a green-house?" "Many grapes, mj child, are brought in ships from a great dis- tance. They are packed in saw-dust very care- fully, in long jars, to prevent their being bruised. 100 NATIONAL SECOND READER. 10. "Many fruits, sucli as lemons, oranges, grapes, figs, currants, and raisins, are brought in sMps over the water from distant countries. They all have a certain season in which they are ripe, and when the season is past they be- coTne scarce and are dear. 11. "When you study Geography, you will learn what countries all these fruits come from, and where these countries are, and all about the people who live in them." "O mother," said Ann, "I long to study Geography, that I may know all about these things." 12. Ann did not forget what she had thus learnt about grapes. When her teacher gave her a lesson in Geography, she studied it very carefully ; and when she was twelve years old she could tell where all kinds of fruit came from, and could find the places where they grew, on the map, and tell all about the people who live in those countries. ARTICU LATION. 71. ^ame, Tieck, nice, north. Tiail, nest, night, niche. Tiave; net; nine; noise ; nag, next, no, notch, nap, nerve, node, noose. neat nurse lymph. WILLIAM THE COirQUEEOE. XOl LESSON XXIX Courts, places where judges sit. Hunt' ing, chasing of game. King'dom, a country ruled by a king. For est (fSr' est), a large tract of land covered with trees. Lan' guage (l&ng' gwaj), hu- man speech. Eng land (fng' gland), a coun- try west of Europe. Sub' jects, those who are under the rule of a king or ruler. Ty' rant, a cruel master. Vil'lage, a small number of houses. Con quer or (k6ng' ker or), one who gains a victory. Dif fer ent, distinct , unlike. Cur few-beU (kir' fu), the evening bell, in England. E ven ing (e'vn ing), latter part of the day. Com pan' ions, those who are much together. WILLIAM THE CONQUEROR. A GREAT -msinj years ago, tliere was a king --^-^ in EnglaTid whose -^ame was William. They called him William the Conqueror, l)ut he ought also to l)e called a tjiant. 2. He made a law, that all of his subjects should put out their fire aTzd lights, at eight o'clock in the evemng, and go to bed. He ordered a large bell to be rung at that hour, to let the people know when it was* eight o'clock. 3. The bell was called the curfew-bell, be- cause the word curfew mea/is to cover up the fire, and the fire was to be covered up, or put out, as sooTi as this bell was rung. 4. This king also made his subjects speak [log ISTATIOTS^AL: SECOND EEADER. a different language from their own, in the cliurcli, in the courts, and in schools. 6. But the worst thing that he did was to make what was called the New Forest. He and his compamoTis were very foTid of huTZ^ting wild beasts, and he waT^ted a place where he might en^oj himself with his compaTiioTis in huTzting. 6. To make his new forest, he pulled down all the houses and churches, and drove out all the people who lived in a large part of the kingdom. He then had trees set out, aT^d wild beasts put i?ito the forest, that he might hu?zt them. 7. Many people were thus driveTZ. away from their happy homes. More thaTZ, thirty- six churches were pulled dowTz, aTid whole towns and villages were laid waste to make a place for wild beasts to live in, that he might pursue them and kill them there. 8. But this Avicked king did not go uTipuTi- ished. Two of his sotis and one of his graM- soTis were killed in the new forest. The naiae of his first eon, that was killed in the forest, was Richard, and the naiae of his graTidson, who was killed there, was also Eichard. 9. His other so7i, who was killed in the new BIEDS IN WIIS^TEE. 103 forest, was called William Rufus, because lie had red hair. The word Rufus meaTis red, and William Rufus meaTis William the Red. 10. -This wicked king, who made the 72,ew forest, was killed by a fall from his horse, while he was looking at the burmng of a city, which he had ordered to be set on fire. ARTICULATION. ^ ng. hsing, gang, hsing ; sang, le^^th. strength; hring, Gling, fling', ring, s,ing, sliTi^; spri7i^, thi??^, wing; mng, ' thong, wrong ; (^ung, Aung, lung ; sprung, Qtung, joung. LESSON XXX. Mates, companions. I Hail, frozen drops of rain. Build (b!ld), to put together. j Ad vised', tried to persuade. Pert (p^rt), saucy; disrespectful, i Expect'ed, looked for. BIRDS IN WINTER. /^NE fine and warm momingf in winter, when ^^ the snn shone brightly, and the air was as mild as a morniTij^ in June, the little birds met 104 NATIONAL SECOND EEADEE. together in a beautiful wood, where the sun had melted the snow away, and the "buds had almost begun to appear on the trees. 2. The little birds, enjoying the weather, thought the sipring had come, and were in great haste to take their mates, and build their nests. 3. But one old bird, that had seen many such warm days in winter, advised them not to do so too soon. He told them that the snow would come agaia, and the weather would be too cold for them to build their nests, and lay their eggs, and feed their little young ones. 4. "You would better wait a little longer,^ ^ said this wise old bird, '^ until the snow and the ice have all gone, and the weather has become fixed and warm." 5. While the old bird was talMng, up jumped a pert little goldfinch, with a smooth head, like satin, and beautiful bright wings. He told the birds that he should not mind what the old bird had said ; that he was going to take his mate, and build a nest, and that they would hatch the eggs without wsiitmg longer. 6. Many of the birds did also as he had said. They took their mates, built their nests, laid their eggs, and expected to enjoy themselves, BIRDS IN WINTER. 105 while tlie old birds were waitiTZ^ for fine weather. 7. But no sooner had they laid their eggs, than the cold wind began to blow. The rain, the hail, and the snow fell again, and filled their nests with water and ice. Their eggs were spoilt, and the silly birds themselves canght cold, and became very ill and cross. They quarrelled sunong themselves, and were very sorry they had not minded the good ad- vice of the old bird. 8. Can you, my little readers, tell your teacher what good lesson this fable of the birds teaches ? race T'each, ARTICU LATION. r. rake, rain ; rack, rag, ream, reap; rent, rend, car. far; or. nor, rank; rest ; war. LESSON XXXI Wreath, a band of flowers for the head. Par' ty, a number of persons. May' ing, gathering flowers in May, or on May-day. Do nied', refused. Del' i cate, frail ; not strong. Pre vent' ed, hindered. De cid ed(de sid' ed), firm ; de- termined to have one's way. 106 NATIONAL SECOND EEADEK. , HE FIRST DAY OF MAY A PARTY of little boys and girls wislied very -^-^ mucli to go out into the country, on tlie morning of the first day of May, to raise a May- pole, and choose a Queen of May. 2. The day before had been very windy and rainy, and the weather was cold. No flowers had yet appeared, except the snow-drop and the crocus, two flowers that spring up before the snow has wholly gone. 3. Little Mary Weston was a pretty child, and as good as she was pretty. All her little playmates loved her very dearly, and had made her the Queen of May. 4. Her parents were rery fond of her, and seldom denied her any thing that she asked. But they sometimes did not think how bad it would be for her to have her way in all things. 5. When little Mary asked her parents whether she might go with the May party, they forgot all about the cold weather, and gave her leave to go. 6. She rose very early in the morning, and put on her thin, white, summer dress. Instead of wearing her nice thick warm b5nnet, she wore a wreath of flowers around her head. THE FIEST DAT OF MAY. 107 7. All the -partj of little boys and girls also were dressed like her, in their summer clothes. They walked very happily out into the country, to enjoy the May-day. 8. There was one little girl belonging to the party, whose mother told her, if she went, that she must put on her thick winter clothes and overshoes. This she did not like to do, as all the other little girls were clad in their beautiful white summer dresses. 9. Her mother was yerj decided with her, however, and told her she must either stay at home or wear her warm dress and thick shoes. The little girl not wishing to go without being dressed like the rest, remained at home. 10. The party that went did not enjoy them- selves very much. They found the grass wet, and the air cold. There were no flowers in th-e fields, and scarcely a bud on the trees. They were, therefore, yery glad when they got home, and could warm and dry themselves by a nice warm fire. 11. Many of the party took severe colds ; and some of them were very ill. One delicate little girl was so ill with a fever, that the doctor said she must die. This was Mary Weston, the beautiful little Queen of May. 108 NATIONAL SECOND EEADER. 12. The little girl who staid at home was very glad that her mother had prevented her joining the party, in her summer clothing. This taught her that when her parents denied her any thing, it was only for her good. 13. The children who read this lesson will see how much this party who went Maying were like the little birds that made their nests too soon. You may also learn that you need not only to know what to do, but the proper time and manner of doing it. ARTICU LATION. fliat, ftiis, fhese ; those, fheir, fhough ; thence, ha6ie, breafhe; baflis, laflis, mouflis; oaflis, paflis, lifhe; blithe, booth, wifii. LESSON XXXII. Pleas' ant, agreeable. Tor'pidjSleepy; without motion. Sub' stance, that which really is or exists. Twi' light, between daylight and dark. Com posed', made of. Pur sue', to follow after. In fest', to disturb ; to plague. Sim' i lar, like. An noy' ing, disturbing or vexing very often. THE BAT. 109 THE BAT. rpHE bat is an animal thdX resembles both a -*- bird and a mouse. It has wings, but no feathers, and its wings are composed of a thin substance, very much like i^^at which is found between th^ toes of a duck or a goose. 2. The skin of fh^ bat is like t7i2X of a mouse. Its eyes are very small, and its sight is not very good. In th^ daytime, it can scarcely see at all, and i^Aerefore it hides itself all if^e day, and flies about during tTi^ night. 3. There are many animals ^^at can see bet- ter in tM dark i^^an tJi^j can by daylight. Cats, dogs, and horses can see as well by night as by day ; for th^ great God who made i^^em, has given i^^em eyes fitted for th^ purpose. 4. We can not see in th^ dark, because our eyes were made to see only in th^ daytime. Bats enter th^ doors and windows of houses, in pleasant summer evenings. They feed upon moths, flies, flesh, and oily substances. 5. In tTA^ country, bats are quite small, but in some countries in th^ East th^j are very large, and ^^eir wings, when spread out, meas- ure five or six feet. During t7i^ daytime, bats 110 NATIOIS^AL SECOND EEADEE. do not stand on tMh feet, but liang ^^^emselves up by hooks on tMu wings, in the lofts of barns, or in hollow or thickly leaved trees. 6. Bats are of great use, on account of the great number of insects which tJiQj pursue and destroy, wi^A great eagerness, in tM morning and evening twilight. 7. When winter comes, tJiQj seek shelter in caverns, vaults, ruins, deserted buildings, and similar retreats, where tJiQj cling togejf^er in large clusters, and remain in a torpid state until tJiQ returning spring warms ^^em into life. 8. Though bats do much good, by destroy- ing many unpleasant and troublesome insects, tJiej also cause o^^er insects to infest new houses and new furniture. Th^ red bugs, which are so very annoying in bed-chambers, are found in great numbers on bats. 9. Bats often make their lodging in chimneys ; and ^^us ^^ese troublesome insects get into new houses and on new furniture. For ^Ms reason, it is proper i^^at tM chimneys be smoked in tJiQ summer-time, to drive tJie bats and ^^eir com- panions, tM red bugs, away from tM house. UNJUST BLAME. Ill ARTICU LATION 'yend, -yam, -yent, "woid. •yase; •yest; -yoice vsilve, t;ice, even. -yan, -yile, given, -yamp; vine; vivid. LESSON XXXIII Spoiled, made useless. Earn (§rn), to get by labor. As sist', to help. Sup pose', to tbink. Sup port', to provide for. Peo pie (p^'pl), folks ; persons. Pam'ily, persons living to- gether in one house. Bust ness (biz' nes), that which one does for a living. UNJUST BLAME. Son. Father, what a naughty, wicked man Mr. Smith is, who keeps the store down in the next street ! FatJter, What makes you think him a naugh- ty, wicked man, my son ? Son, I went to his store . this morning, to get some butter for mother. He told me that it was twenty-six cents a pound ; when I saw the man he bought it o/", and heard him tell the man that he would gi^e him but twenty cents a pound for it. IS'ow, is not that cheating, father \ 112 JSTATIOIS^AL SECOND EEADEE. Father. No, my son. It is Mr. Smitli's prop- er "business to sell things for more than he pays for them. Bon, But, father, why should he make people pay more for things than he ga?)e for them % Father, Because, my dear, he keeps a store for that 'oery purpose. You know some peo- ple go out to work, and are paid for their day's work ; and, in that way they get money to buy food and clothes for their children. Bon. But Mr. Smith does not work, father. He only keeps shop ; and I should think that would he fun, rather than work. Father, Whether you call it fun, or work, my dear, Mr. Smith finds it tjery hard work. He has to go to his store early in the morning, and stay there to tend his store all day, and sometimes until late at night. He has to hire his store, and to pay the young men whom he has to assist him. He has to buy a great many things that people sometimes want ?)ery much, and sometimes do not call for in time ; and then they get spoiled, and Mr. Smith loses them. He has a large family of little children. He must get money to feed and clothe them, and buy them books, to send them to school, and to UlSTJUST BLAME. 113 pay the doctor who attends them when they are ill. As he tends his store all day long, he can do no other work ; and, therefore, he must earn his money to support his family Iby buying things of one class of people, and selling them at a higher price to others, who may want them. Stores are of great use, as I suppose you know very well. If there were no stores, we should ha^e to go without many things that we want vqyj sadly. Now, my son, before you call any one naugh- ty, wicked, or a cheat, be 'yery sure that what you blame is not '^ery useful and necessary, and what you yourself would do if you under- stood why it is done. ARTICU LATION. w, t^;age, -x^jail, w2k.Q ; 2/jalk, wsX\.^ wdini ; WQ^ i^eak, WQ2^n ; i^ell, ^eld, went ; widiQ^ -z^ild, -Mjise; will, wm, wink. LESSON XXXIV. Prized, valued highly. Cost' ly, expensive. Pub' lie, the people. Jew' els, precious stones. Ad mired', greatly thought of. Con sid' er, to think. 114 NATIONAL SECOND EEADEE. THE BEST JEWELS A RICH lady, who had many fine dresses and --^-^ costly jewels, wsls very fond of wesumg them in public. She thought that they -z^ould be admired hy every one. 3. One day she paid a visit to a Roman lady, and, showing her all her fine jewels, told her how c5stly they were. After she had shown these beautiful rich jewels to the THE BEST JEWELS. 115 Roman lady, site found that tlie Koman lady did not seem to admire them so much as she expected. 3. She therefore thought that the Roman lady must have some jewels more beautiful than hers, and she asked the Roman lady to show them to her. 4. The Roman lady told her that they ^ere not in the house, but that they -z/jould be there in a short time, and then she woioUd ^how them to her. 5. By and by two bright little boys, the sons of the Roman lady, came into the house from school. The Roman lady, taking them by the hand, led them to the rich lady, and pointing to them, she said, '' These are my jewels,^'' 6. Now, if any of my little readers -z^ish that their own kind mothers -z^ould call them their jewels, they must be good boys and girls at home and at school. Then their parents will consider them as their best and brightest jewels. 7. The name of the Roman lady who prized her sons above the most costly jewels was Cor- nelia. Her sons wqtq called the Gracchi ; and they both became great men. 116 NATIONAL SECOND READER. ARTICU LATION. y- 2/ard, 2/^^^) 2/ell, 2/elp, 2/ou, 2/our, yawl; 2/es; 2/outli ; 2/awn, 2/et, year, ye, 2/oke, 2/east, LESSON XXXV. year; 2/ore; yield. Crouched, bent down low. Twin, one of two brothers or sisters of the same age. Hap' less, unlucky. Cap'tive, a prisoner. Flit' ted, flew quickly by. Ach'ing, suffering with con- tinued pain. Bond' age, state of being a servant. Pin' ion, the joint of a bird's wing furthest from the body. Be trayed', deceived. Pris' on er, one confined. Domin'ion, government. Re pin'ing,mouming; fretting. THE SORROWFUL YELLOW-BIRD. rpHEY'YE caught my little brother -L And he was to me a twin ! They stole him from onr mother ; And the cage has shut him in. 2. I flitted by and found him, Where he looked so sad and sick, With the gloomy wires around him, As he crouched upon a stick. THE SOEEOWFUL YELLOW-BIED. 117 3. His tender eye was sMning With tlie brightness of despair^ With sorrow and repining, As he bade me have a care ! 4. He said they'd come and take me. As they'd taken him ; and then A hopeless prisoner make me, In the fearful hands of men : 5. That, once in their dominion, I should have to pine away, And never stretch a pinion. To my very dying day : 6. That the wings which God had made him For freedom in the air. Since man had thus betrayed him, WeiG stiff and useless there. 7. And the little darling fellow. As he showed his golden breast. He said, beneath the yellow. He'd a sad and aching breast : 8. That, since he'd been among them, They had ruffled it so much. The only song he'd sing them Was a shriek beneath their touch. 118 natio:n^al second readee. 9. How can they love to see Mm So sickly and so sad, When, if they would but free him, He'd be so well and glad '? 10. My hapless little brother ! I would fain his bondage share : I never had another ; And he's a captive there ! ARTICULATION 0eal, sest. ^inc; sone, sion. sebra; bla^e, bra^e, breeze ; erase, dose. freese ; fm. ga^e. gra^e; mase. gla^e, prise. LESSON XXXV Re' al, true. Suf fer, to bear ; to endure. Poi' soned, killed by poison. Neph ew (nSf yu), a brother or sister's son. Uncle (ung'kl), a father or mother's brother. Openly (i'pn II), not in pri- vate ; publicly. Horrid (hftr'rid), dreadful; shocking. Pris on ( priz' zn), a place or house where persons are shut up for punishment or safety ; a jail. Eas' i ly, without diflSculty. Di reef ed, ordered. Geof frey, a man's name. Sus pect' ed, thought guilty. En treat' ies, prayers ; per- suasions. Un der stand', to know. AETHUR AND KIl^Q JOHIfo 119 LITTLE ARTHUR AND KING JOHN. A BOUT six hundred and fifty years ago, there -^-^ lived a very wicked king in England, who^e name wa^ John. He had a little nephew, who^e name wsls Arthur. 2. A nephew i^ the son of a brother or sis- ter. The name of the father of Arthur wa^ Geoffrey. Geoffrey wsls the son of Henry, called the Second, because he wa^ the second king of England who^e name wa5 Henry. 3. On the death of Henry the Second, Geof- frey would have been king, but Geoffrey wa^ dead, and Arthur wa^ the rightful king. 4. But Arthur was a very little boy. He wsis not old enough to understand how to be a king. His uncle John had the care of him, and acted a^ king for Arthur. 5. Now, John wa^ a very wicked man, and, although Arthur waale, Jane, Jard, Jark. d, i( ^ale, ^ame, ^ate, did, ^im. ff, u ^a^e, p-ale, ^ate, g^g. W- j\ u iade, yane, jfoin, yoint. /oist. /, u Zake, Zane, Zate, ?et, ^end. 7)1, u make, ??2ane, 7/2 ate, mild. mind. n,- <( name, nail, nave, ni/ie, night. ^¥5 (( ba^i^, ^mfig, sa?i^, filing, youn^. Ty u race, rake. rain, bar. car. a, u fliat, fhis. fliese, fhose. wifii. ^, (( 'yail, -wain. -yase, -yine, -yice. w, u ?z7age, 'zzjail, ^^ake, 'zz;ide. -M^ise. y, u 2/ard, yes. 2/et, you. your. ^5 (( ^eal, ^est, zinc, sone. ga^e. 2, u azure, brazier , glazier, seizure, virion. LESSON XXXVIII. Wharf (w li^rf), a place built Fas tened(Ms'nd), fixed to. out in the water at which to Pre vent', to hinder load and unload vessels. Bit' ter ly, with great grief. Ti' dings, news. Dis be' di ent, not doing Ves' sel, 5 1 ship. what one is told to do. . 1 124 NATIONAL SECOND EEADEE YOUNG ROBINSON A LITTLE boy, one day, went down to a -^-^ wharf in a great city, to see the large ves- sels that were preparing to go to sea. 2. A wharf is a place where ships or boats may be fastened, to prevent them from float- ing away, or being blown away by the wind. 3. This little boy, when he saw the great ships, and heard that they were going out to sea, wanted very much to go in one of them, YOUNG EOBINSON, 125 and see the great waters, and the countries lie had heard so much about, beyond the great waters. 4. He went home to his par' ents, and asked them to let him go in the great ship, the master of which told him that he might go, if he wished. 5. But his par' ents were not willing that this little boy should go in the ship. They knew much about the sea, and that living on board a ship would be a very hard life to lead. They therefore refused their consent. 6. The little boy was not satisfied. He wanted to go, and all his par' ents could say did not prevent him from going. He rose very early, one morning, before his par' ents were awake, and tied up a few of his clothes in his pocket-handkerchief. He then slipped out of the back-door very softly, for fear of waking the family, and went down to the wharf. 7. The captain of the vessel had not yet come down. The little boy, therefore, wandered about, up and down the wharf, for some time. Seeing another vessel preparing to push off from the wharf, he went to the side of the ves- sel, and asked a man whom he saw there 126 NATIONAL SECOND EEADEE. whether he would not like to take a little boy with him. 8. The man to whom he spoke called to an- other man, who was the master of the vessel, and told him there was a little boy on the wharf who wished to go with them. " Call him to me," said the master of the vessel. The little boy went on board of the vessel, and the master asked him what was his name. The little boy told him that his name was Robinson. 9. " Robinson," said the captain, who was standing near, " I am going in my ship a great distance, and shall not return home for a year. Do you wish to go with me f " Yes, sir," said Robinson, " I wish to go very much, and I will do whatever you wish me to do, if you will let me go with you." 10. "Will your par' ents give their consent to your going?" said the captain. ''They will not care," said Robinson : " they always let me do what I please." " I can not stop to ask them," said the captain ; '' but as you say they will not care, I will take you, and I will send a letter to your father to teU him that you have gone." 11. Robinson was so glad to go, that he did not stop to think what a wicked lie he had YOU]N^G EOBIiq^SOIN^. 127 told the captain about Ms par^ents' consent. The ship sailed, and this wicked and disobe- dient boy went to sea in the ship. 12. When Eobinson's father received the captain's letter, informing him that his little son had gone to sea, he was very sorry, and his mother, on hearing the sad news, fainted away. She could not sleep all that night, but wept bitterly. 13. She passed nights, and days, and months, in great sorrow. In vain she read the news- papers every day, to see whether any tidings came of her son, or the ship in which he sailed. LESSON XXXIX. Deck, tlie floor of a sliip. Diz' zy, light-headed. Rig' ging, the ropes and sails of a vessel. Aroused', waked up suddenly. Ham' mock, a swinging bed used by sailors. A sun' der, apart, or in pieces. Con fu' sion, disorder. Dis ap pear', pass out of sight. YOUNG R O B I N S N — Continued. A S the ship sailed through the water, Robin- --^-^ son was at first very much delighted, and thought that he should have a nice time. But 128 NATIONAL SECOND EEADEE. he had not been long in the ship before it be- gan to roll from side to side, and to pitch and toss on the great waters, so that Robinson could not stand on his feet, but he had to hold on to the sides of the vessel. 2. The houses and the land began to dis- appear, and before many hours he could see nothing around or above hm, but the blue sky and the dark green sea. And then Robinson began to feel dizzy and very ill. He lost all desire for food, and began to think how much pain he had caused to his father and mother by running away. He then thought that he would give all that he had in the world, if he could only be at home with his kind par'ents, his brothers and his sisters. 3. The master of the ship also began to be very severe with him, and to speak to him harshly, and make him run about the ship on errands when he was so dizzy and Ul that he could hardly stand. 4. In a few days he began to feel a little better, and when he had nothing to do, he would look over the sides of the vessel and see the great waves coming from a distance. They appeared as though they would sink the ship and all the crew in the deep waters. TOUKG EOBINSON^. 129 5. He was much frightened, too, when the wind arose and whistled through the rigging, and raised the waves so high that they ap- peared like great mountains of water. In the night, too, he could scarcely sleep for fear. He lay on his hard hammock among the sailors, wide awake, many a night, thinking of his com- fortable home, and how glad he would be were he safely there again. 6. One night, as he lay asleep dreaming of home, he was suddenly aroused by a dreadful shock. Then he heard a cry from the deck, " We are all lost .^" and a moment after, he rolled from his bed on to the floor. 7. He rushed up from his sleeping place to the deck of the ship, where he saw every thing in confusion. The ship had struck on a rock, and was fast going to pieces. Fear was on every face, and all around him were uttering cries and prayers, expecting every moment to be drowned in the deep sea. 8. The ship kept rocking from side to side, and in a few minutes it split and fell asunder. Every one on board was thrown into the water. But Eobinson was caught by a sail as he fell, and that saved him from drowning. 9. He caught hold of the spar or yard on 130 NATIONAL SECOND READEE. whicli the sail was fastened, and clung to it. After having "been on the water many hours, the wind blew the spar, with Robinson on it, so that it floated to the land. LESSON XL. strewed (strSd), scattered. Waste, an unoccupied space. Beach, the shore of sea or lake. Drear' y, gloomy. Lone' ly, uninhabited. Voy' age, travel by sea. Fa tigued (fa thgd^, wearied. Com pas' sion, pity. YOUNG ROBINSON — Concluded TTTHEN Robinson came to the land, his ^ ^ clothes were wet through and through. He had been on the water many hours, and he was tired and very hungry. 2. He looked around to see whether any one else had been saved. But no one was near. On the beach, or shore, he saw pieces of the ship strewed about. At last he was so much fatigued that he lay down on the dry sand and fell asleep. 3. When he awoke, the sun was up and shin- ing brightly upon him. He looked out on the YOUNa EOBIiq^SON. 131 wide waste of waters, but could see neither sliip, nor sail, nor boat, nor living tMng. 4. He walked a little way from the shore, to see if he could find a house or any place of shelter, but he found none. At length, as he walked along, he saw some bushes or small trees, and, going up to them, he found that there were some oranges on them. He hastily seized one and sat down to eat it. 5. But the story of this little boy is too long to tell you in this book, and I can only add, that he passed many dreary days and nights on the lonely island, where the sea had cast him. One day, as he was walking al5ng the beach or shore, he saw some men rowing a small boat toward the island. 6. The men belonged to a large ship, which he saw at some distance, and they were coming on shore in search of fresh water. The sea- water is salt, and not fit to drink. 7. Robinson ran up to the men, as soon as they landed, and told them his story. He owned that he had been a very naughty boy, and said if they would take him with them, he would 'work for them on the voyage. 8. The men had compassion on him. They took him on board of their ship, and at last 132 liTATIOlSrAL SECOND EEADEE. carried him home to Ms par' ents, who thought he had been drowned. 9. Eobinson fell on his knees before his fa- ther and mother, and promised them that so long as he lived, he would never disobey them again, nor tell another falsehood. ARTICU LATION. /. ykme, /*ane, /ate; /ar, /arce, yarm; /i/e, /ile, /ine; /orce, /ord, /orge ; ykll, yalse, /ault ; /bul, /bunt, ybund. LESSON XLI Well' -bred, polite. Sir ly, weak in mind. Tor toise (tir' tis), a turtle. At tempt', trial. Sup pct'jto keep from falling. Na ture (nit' yer), that which is born with us. Sat' is fy , to please. Pre tend' ing, trying to ap- pear to be what we are not. THE EAGLE AND THE TORTOISE. A FABLE. ~T~ ITTLE boys are 5/ten /ond of playing horse, -^-^ and pretending that they are d5gs or cats. Sometimes they make a noise like a d6g bark- ing or a cat mewing. THE EAGLE AT^D THE TOKTOISE. 133 2. This is all very well, when tliey are at play among themselves, to amuse each other. But when they are in the company of their par- ents and /riends, they should make no such noises, but conduct themselves like good and well-bred little boys. 3. 'No one should pretend to be what he is not, and no one should try to be what he never can be. 4. A story is told of a tortoise that wished very much to be a bird. The story is a /a- ble, and a /able is a story which is not true ; but, although it is not true, it is so much like a true story, that it always teaches a useAd lesson. 5. The tortoise is a creature that can swim very /ast in the water. When out of the wa- ter, it can walk only slowly, and with great labor. It has a hard and thick shell on its back, from, which combs and other use/iil things are made. 6. An eagle is a very large bird, and it yiies very high and /ast in the air. The tortoise wished very much to be a bird, and to fly in the air. He thought that he could be a bird, if any one would teach him how to/ly. 7. Seeing the eagle, one day, the tortoise 134 NATIONAL SECOND EEADEE. begged that lie would teach him how to f\j. But the eagle told the silly tortoise that /lying was a thing he could not do, because it was contrary to nature. 8. But the tortoise was not satisfied. He begged the eagle to take him up into the air, and then let him/ly down to the earth. 9. The eagle, /inding that nothing else would satis/y the tortoise, did as he was desired. He took the tortoise up very high into the air, and then let him drop. The poor /oolish toi-toise, being unable to support himsel/ in the air, /ell down upon a rock, and was dashed to pieces. EABBITS. 135 10. We may learn from tMs fa ble, that \f we try to be, or to do, what, /rom our nature, we can not be, or do, we may /ail in our attempt, and be brought to a sad end, like the silly tortoise. ARTICULATION h, A ate ; Aark, • Aale, Aame, Aarm, Aard ; Aeal, Aeap, Aear ; Aide, Aigh, Aire ; Aold, /iome, Aope ; Aound, Aouse, Aowl. LESSON XLII Term, a name. Spe' cies, kind, or sort. In' stance, an example. IT' sage, use ; practice. Snr face (s^i-' fas), the outside. Bur' rows, makes or lodges in a hole iu the earth. Pro voke', to stir up ; to excite. Distinct (distingt'), standing by itself ; separate. En'emies, those who would do us harm. E.id.'ictQe, laughter; words spoken to produce laughter. RABBITS. Walter. Is not this the picture of a rabbit, father? John says it's a Aare. Father. And John is right, my son. That is the picture of an Ameri- can Aare. Walter, But I am sure 136 NATIOIS^AL SECOND EEADEE. I ^eard you call it a rabbit. Everybody calls these animals rabbits. Father, True, Walter. And yet, really, they are ^ares. Though the rabbit looks very much like a /^are, it is a distinct species, and is much wiser than the ^are. It burrows in the ground, and thus ^ides itself and its young from its ene- mies ; while the Aare lives on the surface of the earth, and is in constant fear of its enemies. Look at this picture of a tame rabbit, and then look at the pic- ture at the ^ead of this lesson, and you will see that they are different. Walter. Oh yes. I can see that very plain- ly. But if our rabbits, as we call them, are only ^ares, why are they not called by their right name % Why are they not called ^ares ? Father. A first mistake in naming the ani- mal, ^as made the term rabbit so common, that most people believe it to be correct; and it is now almost impossible to change it to the right one. Walter, I will call them ^ares, after this. BABBITS. 137 Fatlier. People will hardly know what you mean. Walter, But they are ^ares, and ought to be called so: Father, My son, when you speak to others, you wish them to understand the meaning of your words, do you not. Walter, Oh yes. Father. If you say ^are, you will not be un- derstood, for the American ^are is known as the rabbit. It is better always to be correct in every thing ; but where the usage of a whole people is slightly incorrect, as in this instance, it is better that lads, like yourself, should do as others do, instead of trying to introduce a re- form. You could effect no change of the cus- tom, and you would only lay yourseK open to the unpleasant ridicule of many. Walter. But you ^ave said that we nev.er should be afraid of ridicule, father. Father. N^or should we. And yet, there are few who can bear it without feeling unpleas- antly. It is always best not to provoke it lightly, for those who laugh at us are not in a state to be made better by what we may say or do. Walter. I never thought of that. 138 NATIONAL SECOND EEADEK. Father. But it is a fact, Walter ; and, there- fore, while we should not be afraid of being laughed at, we should not, for a light cause, call down upon ourselves the ridicule of others. ( ARTI CU LATION 7 ^eel. ^eep, Ic&j ; Z:;iss, ^ing. hmk ; ^ind. ^ine. Mte ; Mrh, A^ept, Tdch] bea^j, see^, L wea^ ; bac^, pac^, tac^. ESSON XLIII Bill,tlie moutli or beak of a bird. So' ber, serious. Gloss' y, smooth and shining. Puz' zle,to confuse ; to perplex. Lis ten(lis'sn),hear attentively. Correct', right. Im prove', to grow better. Re quire', to demand ; to o-sk. Rap' id ly, very quickly. Tim' id ly , with fear; baslxfully. WHAT IS A BIRD? A TEACHER, who was very anxious to ma^e ^^--^ his scholars understand their lessons, said to them one day, "Now, cliildren, I have a very hard question to as^ you. It does not require you to study, but only to thinZ; about it, in or- der to answer it well. The one who gives me WHAT IS A BIRD? 139 tlie best answer shall go to the head of his class. The question is this : What is a Mrd f" 2. Before they heard the question, they loo/ced very sober, and thought their teacher wished to puzzle them, or to give them a long sentence to learn. But, as soon as they heard the question, they began to smile among them- selves, and wonder why their teacher should call that a hard question. 3. A dozen hands were at once raised, to* show that so many of the children were ready to answer it. 4. "Well, John," said the teacher, ''your hand is up ; can you tell me what a Mrd is f 5. John quickly rose, and, standing on the right side of his seat, said, ''A bird is a thing that has two legs." 6. "Well," said the teacher, "if some one should saw off two of the legs of my chair, it would then be a thing that has two legs ; but it would not be a bird, would it? You see, then, that your answer is not correct." 7. One of the children said that a bird is an animal with two legs. " But," said the teacher, "all little boys and girls, and all men and women, are animals with two legs ; but they are not birds." 140 J^ATIONAL SECOND KEADEE. 8. Another cMd. said tliat a bird is an ani- mal that has wings. But the teacher said, there are some fishes that have wings, and that fishes are not birds. 9. A bright little girl then rose and said : ''A bird is an animal that has legs and wings, and that flies." The teacher smiled upon her very Mndly and told her that "it is true that a bird has legs and wings, and that it flies ; but, there is another animal, also, that has legs and wings, and that flies very fast in the air. It is called a hat. It flies only in the night ; but it has no feathers, and therefore is not a bird." 10. Upon hearing this, another bright-eyed child very timidly rose and said, "A bird is an animal that has legs, wings, and feathers." ''Very well," said the teacher; "but can you not tiling of any thing else that a bird has, which other creatures have not ?" 11. The children loo^*ed at one another, won- dering what their teacher could mean ; and no one could thin^ what to say, until the teacher said to them, " Thin^ a moment, and try to tell me how a bird's mouth loo^s. You see I have two lips, and these two lips form my mouth. Now, tell me whether a bird has two lips ; and if he has not, what he has instead of lips." WHAT IS A BIED ? 141 12. One of the children quicMy arose and said, that a bird has no lips, but he has a biU. ; and that bill opens as the lips of a man do, and forms the mouth of the bird. 13. ''Yes," said the teacher ; "Ctnd now list- en to me while I tell you the things you should always mention, when you are as^ed what a bird is : A bird is an animal that has feathers, two legs, two wings, and a hard, glossy bill." 14. ''And now," said the teacher, "you see I was right, when I told you that I had a hard question to as^ you. Try to remember what I have told you about a bird, and when you are as^ed what any thing is, thin^ of all you ever knew about the thing, and, in this way, you will be able to give a correct answer. 15. " This will also teach you to thin^ of what you read, and to understand it. Thus, you will improve rapidly, for you can always read those things best which you understand." ARTICULATION. V' ^ace, i?ail, ^ain; j?ant, ^eace, ^eak, ^eei?; j?ike, j9ond, jpop, j?om^; ^lurn^. j^ass, ^ast ; ^ine, ^i^e ; 142 NATIOI^AL SECOND EEADEE. LESSON XLIV. Hut, a rude dwelling. Plat' tedjbraided ; interwoven. Ank' lets, ornaments for the ankle. Char'coal, coal made by burn- ing wood under a covering of earth. Mus cle (mus' si), a kind of shell-fish. Macao (mikou'). Chinese', belonging to China. Nankeen', yellowcottoncloth. Du' ti ful, obedient ; kind. Del'i cate,pleasingto the taste. THE LITTLE CHINESE BOY A TIOTG was a little Chinese boy. He had J^ no mother. She had been dead a great many years. THE LITTLE CHINESE BOY. 143 2. He lived all alone witli Ms old father in a ^oor little Imt, standing among some green jpalm-trees, near a Chinese village in Macao, wMch is in China, about eighty miles from the great city of Canton. 3. I dare say, you have seen some of the very curious thiQgs which are "brought from thence. 4. Atung was a good and pretty "boy. He wore nankeen trowsers, and a sort of jacket, which came down to his knees, and round his ankles were little narrow strips of tin. 5. The children of rich men in China wear silver anklets ; "but the father of Atung was so ^oor, he could buy his son only tin ones. His hair was very black, and he wore it j^latted in a long braid, hanging down his back. 6. He would have seemed a very strangely dressed little boy to you ; but, think as you would, I am sure, if Atung could have seen you, he would have thought your dress even more odd. 7. His father was very ^oor, and so old, that he could scarcely ^uU the rice which grew in a small sj^ot of ground back of the little hut. He would sit most of the day, and smoke his long pyp^. 144 NATIONAL SECOND EEADEK. 8. Little Atung did not mean that his father should suffer, if he could j^revent it. He was very dutil'ul and kind to him, gathered oysters off the rocks near the sea, and picked up deli- cate muscles, for his old father to eat. 9. Once or twice a day he would take a great earthen jar u^on his shoulder, and go off to the springs, among the hiQs of Macao, and fill it with sweet fresh water, that his father might drink. He cooked rice and fish over a little ^an of charcoal, at the door of the hut. He also took great care to "keep the hut tidy or neat. 10. But, by and by, the old man was taken very ill, and ^ined away, day after day, until, at length, he died ; and poor little Atung was left all alone with the dead body of his father, in that smaU hut, by the green ^aim-trees. ARTICULATION. ^afe, sake, saine ; *age, ^ate, swslj sane, sslyb, *lave; sand, sash, scab; scan, slap, snag ; snap, span, stag ; sack, ^ang, sank; slab, slam, swam sea, seal, seat ; see, seed, seen ; self, send, sense; silk, since, '*?ing. THE LITTLE CHINESE BOY. 145 LESSON XLV Mor' sel, a very little piece. Wast e(i(wist' ed), worn away. Grate' ful, kindly disposed to- ward one from whom a favor has been recoived. Forlorn', lonely : friendless. For eign (for' in), belonging to another country. Ocean (6'8han), the largest body of salt water. Cof fin (k6f fin), a box in which a dead body is buried. Hast ened (hk' snd), went quickly. Im' ag es, forms made to rep- resent persons or things. Mis' sion a ries, persons sent to teach religion. Christian missionaries are called mis- sionaries of the cross. THE LITTLE CHINESE B OY— Concluded. "pOOE little Atung now had no friend but -^ God ! And yet lie had never heard of the great God of heaven. He had been taught to bow down before images of wood and ^tone. But God loved him, poor little ignorant boy as he was. 2. The Bible tells us that not a sparrow falls to the ground, without the knowledge of our heavenly Father. He loves all his children, and now he raised up friends for thi^ forlorn little boy. 3. One day, it chanced that some foreign gentlemen and ladies were viewing the rice- fields near a Chinese village, when suddenly 10 146 natio:n^al secois^d reader. they heard low 5obs and cries, as of 5ome one' in pain, or in grief. 4. These cries came from a little wood, near by. They hastened to it, as fa^t as they conld, and there, fitting on the ground, with his head leaning against the body of a palm-tree, was poor little Atung. 5. He was very pale ; his eyes were sunken, and his form waited. One of the gentlemen, who could 5peak the Chinese language, went up to the little boy, and kindly taking his hand, a^ked the cause of his distre^*?. 6. Atung was so weak that he could hardly ^peak. At la^t he told them that he was nearly starved ! For three days he had not touched a morsel of food ! His father had no coffin, and he had 5aved the few fishes he had caught, and even every grain of rice that he had, that he might 5ell them, and tlms be able to bury his poor old father ! 7. The party were all moved by the 5tr5ng love which thi^ little boy showed for his father. The 5ame day, a coffin was prepared, and the body of the old man was given to the earth. 8. One of the gentlemen took the poor, for- lorn, little boy home with him to his own hou^e, which stood fronting the great ocean, in one of THE LITTLE CHINESE BOY. 147 the fir^t streets of Macao. He soon "became fond of the CMnese boy, who showed himself grateful in many ways for the kindne^^ he had received. 9. In a few week^, when Atung was 5tr5ng again, the 5ame gentleman placed him at a school tanght by some kind missionaries, where he might learn about our great Father in heav- en, and his son Jesu5 Christ. 10. Do you not think the little Chinese boy was rewarded for his love and duty to his old father ? So will all children be, who remember to keep the command — "Honor thy Father AKD THY Mother." ARTICULATION ^ale, t. taQte, taint ; tav, ^arge. tart; taunt, ^aiigh^, ^empi^ ; tent, test. text'. tilt, tint, tinge ; j^oas^, ton, tone. LESSON XLVI, Tapped, knocked slightly. Beak, the homy bill of a bird. Sports' men, men fond of fish- ing or hunting. Ex posed', laid open. Re gret', sorrow ; grief Dan' ger, liability to injury. Lib' er ty, freedom. 148 NATIONAL SECOND EEADER. THE WOOD-PIGEON. rp HE common wood-pigeon, or tlie ring-dove, -■- as i^ is somej^imes called, is one of the shy- est birds in tlie woods. It is so wild, tha^ sporfe- men find ii^ very diflS- cnl^ndeed to ge^ with- in sho^ of iL But this wild bird will become quite tame, if caught when young, and ^rea^- ed with grea^ kind- ness. 2. A friend of mine bongh^f ?fwo yonng wood- pigeons from some boys, merely to save their lives. He sen^^ them to an old woman near his house to be bred up. She took great care of them, feeding them with peas, of which they were very fond. 3. One of them died, bu^ the other grew up, and was a fine bird. Its wings had not been cut, and as soon as it could fly, i^ was sei^ at liberfy. 4. But this bird was so fond of the old woman, who had ^reafed it so kindly, tha^ i^ would never qui^e leave the place. I^ would THE WOOD-PIGEON. 149 fly to a greaz^ distance, and even go with birds of U^ own kind. Bu^ ii^ never failed to come to the house of my fiiend, ^wice a day, to be fed. 5. The peas were placed for it in the kitchen window. K the window was shu^, it would j^ap with i^s beak ^ill it was opened; then, it would come in, eat i^s meal, and fly off again. 6. If by chance, affer it had ifapped for a long ^ime, the window was no^ opened, the pigeon would fly upon a ^ee, tha^ was near, and wait ^ill the cook came oui^. As soon as it saw her, it would alight on her shoulder, and go with her in<^o the kitchen. 7. Wha<^ made this more grange was, tha^ the cook had no^ bred the bird up ; and the old woman's co^age was 2Lt some distance ; bui^ as she had no peas lefi^, it came ^o my friend's house, as I have said, to be fed. 8. This wen^ on for some ftme ; bu^ the poor bird, having los^ i^s fear of man, was exposed to consi^an^ danger from those who did no^ know i^. It me^ with the fafe of mos^ pe^s. A stranger saw it quiefly Miing on a ^ee, and sho^ \t, to the grea^ regret of all ii^s former friends. 150 NATIOI- ,% MAI DA, THE SCOTCH GREYHOUND— Concluded. Qi IE, WALTER used to give an amusing ac- ^ count of an incident whicli befell Maida in one of his chases. " I was once riding over a 175 field, on wMch tlie reapers were at work, the stooks or bundles of grain being placed beMnd them, as is nsual. 2. ^'Maida, having found a hare, began , to chase her, to the great amusement of the spec- tators, as the hare tume'd very often and very swiftly among the stooks. At length, being hard pressed, she fairly bolted into one of them. 8. " Maida went in headlong after her, and the stook began to be much agitated in va- rious directions ; at length the sheaves tum- bled down, and the hare and the dog, terrified alike at their overthrow, ran different ways, to the great amusement of the spectators." 4. Among several peculiarities which Maida possessed, one was a strong aversion to artists, arising from the frequent restraints he was sub- jected to, in having his portrait taken, on ac- count of his majestic appearance. . 5. The instant he saw a pencil and paper produced, he prepared to beat a retreat ; and, if forced to remain, he exhibited the strongest marks of displeasure. 6. Maida' s bark was deep and hollow. Some- times he amused himself with howling, in a very tiresome way. When he was very fond of his friends, he used to grin, tucking up his whole 176 l^ATIOI^AL SECOIS^D EEADEE. lips, and showing all Ms teetli ; but this was only when he veiy much desired to recom- mend himself. 7. Maida lies buried at the gate of Abbots- ford, Sir Walter's country-seat, which he long protected. A gravestone is placed over him, on which is carved the figure of a dog. It bears the following inscription : "Beneath the sculpttteed foem "WHicn late tou woek, Sleep soundly, Maida, at toub hastee^s doob." LESSON LVI. Screen, something that shel- ters or hides. Cu ri os' i ty, something rarely seen. Ma chin' er y, an arrangement of wheels and other things by which labor is done. Inter 11 gent, easily under- standing. In quls' 1 tlve, apt to ask ques- tions. Automaton (4t6m'aton), a self-moving machine. Clar 1 o net', a wind instru- ment of music. Pi an o-for te(pe S' no-fir' te), a musical stringed instmment with keys. THE AUTOMATON C LA R I O N ET - P LA YE R. AGEN'TLEMAN, by the name of Roberts, had a little son, of about eight years of age, named George, who was a very bright and intelligent lad. AUTOMATOIf CLAEIO]^ET-PLAYEE. 177 2. By intelligent, I mean that lie easily un- derstood what was said to him. This little boy was also very inqnisitive. By inquisitive, I mean that he asked a great many questions, in order to understand what he heard or saw. 3. His father, one day, took George to see a very great curiosity, which was exhibited in Boston. A German had made the figure of a man, and dressed it very handsomely, and had put a great deal of work on the inside of the man. 4. He had also a door, or opening, in the hack of the man, where any one could see how it was made to move its eyes, its arms, and its fingers. 6. This wooden man was called an autom- aton, because it appeared to move itself, while, all the time, it was not the man that moved, but the work, called machinery, in the inside of the man, that moved. 6. As the wooden man stood up in the room, it was at first covered with a screen. The maker would go behind the screen, and wind up the machinery, in the same manner that a watch or clock is wound up. 7. Tlie maker then moved the screen, and the wooden man lifted up its head, and bowed 12 178 NATIONAL SECOND EEADEE. three times to all the people that had come to see it ; turning its head first to the riglit, then to the left, and then in front. 8. It lield in its hand a musical instrument, called a clarionet. When it had bowed, as 1 have said, it raised its eyes, and lifted the clar- ionet up to its mouth, and closing its Ups tight around the mouth-piece of the instrument, it raised its fingers, one after another, and played some very sweet tunes. 9. Its maker also played on a piano-forte the same tunes with the wooden man. George and his father, and all the persons in the room, were delighted with the music which it made. 10. In the next lesson, you will read what George Roberts and his father said, when they returned home from visitiQg the musical wood- en man. But first I will tell you its name. It is called the Automaton Clarionet-Player. LESSON LVII. Reeds (of an organ), pipes tlirough whicli air is blown. Pow' der, fine dry particles. Cof fee,tlie berry of a tree from which a beverage is made. Ker nel (k5r' nel) any thing in- side of a shell or husk. Bellows (bSrius), a machine with which air is blown. Con versed', talked together. Bev' er age, a drink. Di' a logue, a conversation be- tween two or more. Ex hi bi' tion, a show. AUTOMATOIT CLARIOIS^ET-PLAYEK. 179 THE AUTOMATON CLARIONET-PLAYER— Continued. A FTER George and Ms father liad left tlie -^-^ room, where they had seen the wooden man, they conversed together about it, on their way homeward. 2, When two persons talk together about any thing, what they say to one another is called a dialogue. The following is the con- versation, or dialogue, which took place be- tween George and his father at that time. FatJier, Well, George, my son, how were you pleased with the exhibition % George. I don't know what you mean, father, by an exhibition. I never saw such a thing. Father. Did not the man show you the beau- tiful wooden man, that made the sweet music % George. Oh yes, father, I saw the wooden man. Is that an exhibition % Father. When any thing is showed to a num- ber of persons, it is called an exhibition of that thing. The person who shows it is called an exhibitor, and the thing is said to be exhibited. And now, George, what do you think of the exhibition % George. It was very pleasing, father, and the 180 NATIONAL SECOND EEADER. man was handsome, and it made very sweet music. But was it not alive, father ? Father. No, my son, not any more than a car- riage is alive, when it moves, and we ride in it. George. What made it move, father, if it was not alive ? Father. I will answer your question by ask- ing another. You have seen Anna, the cook, put coffee into the mill, and turn the handle of the mill, to grind the coffee. The coffee came out of the mill, not in kernels, or berries, as it was put in, but, as you know, in the form of powder. George. Yes, father, but Anna grinds the coffee, and that breaks up the berries into very small pieces. Father. True, my dear; but Anna merely puts the coffee into the mill, and turns the han- dle, and the fine coffee falls out. It is not Anna, but the work, called machinery, inside of the mill, that grinds the coffee. The mill will not grind the coffee unless Anna turns the handle. George. Is there work, or machinery, in the musical man, father ? Father. Yes, George. Tliere is a great deal of machinery inside of an automaton, and the AUTOMATON CLAEIONET-PLAYEE. 181 wonder is liow a man can make it produce so many and such beautiful effects. George, Does not tlie wooden man make the music, father? Father, The wooden man can not make music, of itself, my son. Some of the machinery in the inside of the wooden man makes a pair of "bellows hlow, other machinery carries the wind to little reeds, and still other machinery causes the wooden man to lift up its fingers, and move its head and its eyes ; Ibut it can not walk, nor do any thing, except what the machinery makes it do. George. But is it not very curious, father, to see it move its eyes and its head, and look around the room, as if it were alive ? Father. Yes, George ; and if the wooden man could walk about, and talk too, it would be the greatest curiosity in the world. George. Father, are there any wooden men that can walk about and talk ? Father. There are many men that can walk about and talk, but none that are made of wood. George. But you have told me, father, that all men, and even you yourself, were once little boys and helpless infants. Was the wooden man ever a little wooden boy ? 182 NATIOI^AL SECOIfD BEADER. In the next lesson, you may read what answer George's father made to this question, and what further he said to his son. LESSON LVIII Dis placed', put out of order. Med' i cine, any thing used to cure disease or sickness. Ore a' tor, our Maker ; God. Wor' ship, to adore ; to pay divine honors to. THE AUTOMATON CLARIONET-PLAYER— Concluded. ""VTO, my son," said George Roberts' father. -^^ '^ It was made a wooden man, and always will he a wooden man. But curious and won- derful as it is, it is hy no means so wonderful as any living man or child that you see. 2. " You have a great deal more machinery in you than the wooden musical man, and so have I, and everybody else. But we can not see our machinery. We know it is in us ; yet it can not be seen while we are alive. 3. ''So long as we live, this machinery is al- ways at work. By means of it, we walk, and talk, and laugh, and cry, and eat, and drink. 4. ''We have a great Creator who made us, and the smallest of his works is much more wonderful than any thing that man ever made. AUTOMATO]^ CLAEIONET-PLAYEE. 183 5. ''We have never seen this great Creator, but he always sees us, and knows what we do. The wooden man will sometimes get out of order, because the machinerj breaks or gets displaced. 6. ''When our machinery gets out of order, we are ill, or sick. The medicine that we are re- quired to take when we are ill, is intended to put the machinery in order to make it work right. 7. "The wooden man does not take medi- cine, because it would do it no good. When it is out of order, the man who made it can open its back and put the machine in order. 8. "And now, my son, I wish you to think of our great Creator, who made us and all the machinery in us. How wonderful he is, how great, how good to us ! Every thing we do and every thing we enjoy, we owe to him. 9. "He watches over us at aU times, whether we are sleeping or waking. He made all things that we see around us, in the fields, and the woods, and everywhere else. 10. "We should love, worship, and obey our great Creator, and attend to all that he tells us. He has given us a book in which he has told us what to do. That book is called the Bi- ble, and the name of our great Creator is God." 184 NATIOKAL SECOND EEADEE. LESSON LIX. Toiled, worked hard. Pierc' ing, cutting ; keen. Starve, to die from hunger or i Mod' est, not bold, want. 1 Fleet' ing, moving rapidly. FAITH IN GOD. ~T KNEW a widow very poor, -L Who four small cMdren had : The oldest was but six years old, A gentle, modest lad. 2. And very hard this widow toiled To feed her children four ; A noble heart the mother had, Though she was very poor. 3. To labor, she would leave her home. For children must be fed ; And glad was she when she could buy A shilling' s worth of bread. 4. And this was all the children had On any day to eat : They drank their water, ate their bread, But never tasted meat. 5. One day, when snow was falling fast, And piercing was the air, FAITH I]S^ GOD. 185 I thought that I would go and see How these poor children were. 6. Ere long I reached their cheerless home ; 'Twas searched by every breeze ; When, going in, the eldest child I saw upon his knees. 7. I paused to listen to the boy : He never raised his head. But still went on, and said, ''Give us This day our daily bread." 8. I waited till the child was done, Still listening as he prayed ; And when he rose, I asked him why That prayer he then had said. 9. ''Why, sir," said he, " this morning, when My mother went away. She wept, because she said she had 'No bread for us to-day. 10. " She said we children now must starve, Our father being dead ; And then I told her not to cry. For I could get some bread. 11. " ' Our Father,' sir, the prayer begins, Which made me think that he. 186 NATIONAL SECOND EEADEE. As we have no kind father here, Would our kind Father be. 12. "And then you know, sir, that the prayer Asks God for bread each day ; So in the corner, sir, I went ; And that's what made me pray." 13. I quickly left that wretched room, And went with fleeting feet, And very soon was back again With food enough to eat. 14 '^ I tJiougM God heard me," said the boy. I answered with a nod ; I could not speak, but much I thought Of that boy's faith in God. st, EXERCISES IN ARTICULATION ATONIC COMBINATIONS. sh^ as in ^/t'ate, sld% ^Ml, sJdrt, sh\\\k 5^ull, t9(?arf, 5roud. ^r, " ^race, ^?'ain, ^rail, j^rade, ^ramp ; " ^reat, ^read, 2^rice, ^rick, ^rill. LESSON LXVII . Bank (b&ngk), a place for keep- 1 Pris on (priz' zn), a jail ; a place ing and paying out money. | of confinement for persons. 208 NATIOlfAL SECOND EEADER. MISCHIEF. MR. EDWARD read in Ms paper, one even- ing, the story of a very bad man whose name was Oakes. 2. This bad man stole a trunk, that had a great deal of money in it; but he was soon found out in his theft. The money was sent to the bank, and Oakes went to the Tombs. 3. "Do you mean, by that, that they hung him f said his little daughter Minnie. 4. "Oh no!" replied Mr. Edward. "The * Tombs' is a great stone prison in New York, where they shut up fighters and thieves. It is such a gloomy-looking place, that they call it the ^ Tombs.'" 5. "Well," said Minnie, drawing a 15ng breath, " I think he ought to be sent to prison for stealing the trunk. I dare say it was the worst kind of mischief he could do." 6. "I am not so sure of that," said Mr. Ed- ward. " He did not wish to do the man, who owned the trunk, any harm. There was no malice in his mind against anybody. He want- ed some money for himself, and if he could have got it without taking it from anybody else, I suppose he would have done so." MISCHIEF. 209 7. "But, Minnie, when Jolm Rough met you coming home from school last winter, and seized your "bonnet and shawl and ran off with them, that was malicious mischief. He did not want the bonnet and shawl ; "but he wished you evil, and he did this trick on purpose to injure you. 8. " Now, when mischief is done on purpose to injure others, it is called malicious mischief ; and it is much worse than that which is done for the sake of getting something that is need- ed for one's seK." 9. "I think so, too," said Minnie. LESSON LXIX Wade, to walk through water. An kle (^ng' kl), the joint be- tween the leg and the foot. Kneel' ing, bending the knee. Purpose (p^r'pos), that for which any thing is done. MISCHIEF — Concluded. "■T3ENJAMI]Sr FEAISTKLIN did some mis- -'--' chief once," said Mr. Edward, ''when he was a boy, but it was not malicious mischief. 2. ''When Franklin lived in B5ston, there was a pond on one side of the town, at a place which has long since been filled up, and which is now covered with streets and houses. 210 NATIONAL SECOND EEADEE. 3. '' The boys used to go to tMs pond to fisli. The shores of the pond were quite low, and at the place where the boys used to stand, it be- came very wet and muddy. To keep out of the mud and water, the boys built a pier, or wharf, to stand upon." 4. Here is a picture of Franklin and the other boys, building the pier, or little wharf. The boy you see kneeling on the pier is Frank- lin himself. He has charge of the work. The other boys are bringing stones. 5. There are four boys helping Mm. They have their clothes turned up to keep them from getting wet, for, in bringing the stones, they MISCHIEF. 211 have to wade in the water. One of the Iboys is above his ankles in the water, and is bring- ing a stone as large as he can lift. 6. There is one stone, that they are bring- ing, which is too large for one boy to lift, and two have taken it between them. There is a boy with a strange cap upon his head, who is calling to the two boys who have the big stone in their hands, to bring it ronnd to his side of the pier. 7. '^I don't see what harm there was, in making a pier like that," said Minnie. 8. ''The harm was in the manner in which they got the stones," said her father. "There were no stones to be found about the ground, where the pier was to be built, and the boys went a little way off where some had been left, to build a house with ; and, when the work- men had gone to dinner, they took these stones and carried them down to their pier." 9. '' Yes," said Minnie, •" that was mischief." 10. ''Yes, it was mischief," said Mr. Edward, "but it was not malicious mischief. The boys did not wish to do the workmen any harm. All they wished was to get a pier for them- selves. 11. "Now, if those boys had not wished to 212 NATIOI!TAL SECOND EEADER. "build a pier, but liad taken the stones and thrown them into the pond, for the sake of in- juring the workmen, that would have been ma- licious mischief, and would have been worse than taking the stones for a useful purpose." LESSON LXX Reign (rS,n), to rule as king. Pi' OUS, having love to God. Se rene', quiet ; calm. Rev'erence, fear mingled with, respect and love. Earn' est ly, eagerly. Se rious, sober; solemn. Dis gov' ered, found out. Devo'tions, prayers; worship. Mis' er a ble, wretched. KING EDWARD AND HIS BIBLE. I WILL tell you a little story about a young and good king. He was king of England more than two hundred and eighty years ago. His name was Edward, and, because there had been five kings before liim of the name of Ed- ward, he was called Edward the Sixth. 2. He was only nine years old when he be- gan to reign. He was early taught to be good, by pious teachers, and he loved to do what they told him would please God. He had a great reverence for the Bible, which he knew contained the words of his Father in heavcxi. KIj^G EDWAED AND HIS BIBLE. 213 3. Once, when quite young, lie was playing with some children about his own age. Wish- ing much to reach something which was above his head, they laid a large thick book in a chair, for him to step on. Just as he was putting his foot upon it, he discoyered it to be the Bible. 4. Drawing back, he took it in his arms, kissed it, and returned it to its place. Turning to his little playmates, he said, with a serious face, " Shall I dare to tread under my feet that which God has commanded me to keep in my heart?" 5. This pious king never forgot his prayers. Though the people with whom he lived were ever anxious to amuse him, and show him some new thing, they never could induce him to omit his daily devotions. 214 ]S"ATIONAL SECOND EEADEK. 6. One day he heard that one of his teachers was sick. Immediately, he retired to pray for him. Coming from his prayers, he said, with a cheerful countenance, " I think there is hope that he will recover. I have this morning earnestly hegged of God to spare him to us." 7. God did spare the teacher's life. After he became well, he was told of this ; and he very much loved the young king, for remem- bering him in his prayers. 8. Edward the Sixth died when he was six- teen years old. He was beloved by all, for his goodness and piety. His mind- was calm and serene in his sickness. 9. If you are not tired of my story, I will tell you part of a prayer which he used 5ften to say, when on his dying bed. 10. ^'Mj Lord God, if thou wilt deliver me from this miserable life, take me among thy chosen. Yet not my will, but thy will, be done. Lord, I commit my spirit unto thee. Thou knowest how happy it were for me to be with thee. Yet, if thou shouldst send me life and health, grant that I may truly serve thee." 11. Children, you should do like King Ed- ward, reverence your Bible, and love to pray to God. THE CHILD AND THE SKEPTIC. 215 LESSON LXXI Conned, studied. Mused, thouglit over ; studied. Draught, any thing drank. Live long (11 v' 16ng), long in passing. Skep' tic, one who doubts the truth of the Bible. Anon', again and again. Pon' der ing, thinking over. Chat' ted, conversed pleasantly. Wei' come, acceptable ; pleas- ing. Trav'eler, one who passes from place to place. THE CHILD AND THE SKEPTIC. A LITTLE girl was sitting beside a cottage- -^-^ door, . And with tlie Bible on her knee, she conned its pages o'er. When by there passed a traveler, that sultry summer-day. And begged some water, and a seat, to cheer him on his way. 216 NATIONAL SECOND EEADEE. 2. '^Come in, sir, pray, and rest awhile," the little maiden cried ; "To house a weary traveler is mother's joy and pride." And while he drank the welcome draught, and chatted merrily, She sought again the cottage-door, the Bi- ble on her knee. 3. At length refreshed, the traveler, a skeptic he, uprose : "What, reading still the Bible, child? your lesson, I suppose." "No lesson, sir," the girl replied, "I have no task to learn.; But often to these stories here with joy and love I turn.' 4. " And wherefore do you love that book, my little maid, I pray. And turn its pages o'er and o'er the live-long summer-day f "Why love the Bible, did you ^ ask? — ^how angry, sir, you look ! I thought that everybody loved this holy, precious book." 5. The skeptic smiled, made no reply, and pondering, traveled on, — - , SUBTOPICS AND ATONICS. 217 But in Ms mind her answer still rose ever and anon : "I thought all loved the holy book" —it was a strange reply ; "Why do not I then love it too?-' he whis- pered with a sigh. 6. He mused, resolved, examined, prayed ; he looked within, above ; He read, acknowledged it^ the truth, and worshiped Him^ the love. A nobler life from that same hour the skep- | tic proud began, And lived and labored may a year a Bible- loving man. EXERCISE IN ARTICULATION. BtTB-TONIO AND A-TONIC COMBINATIONS. sm^ as in ^mack, «???.ash, smoxi, ^mall. sm ell ; " 5?7iile, 5mite, ^mith, S7n6k.e^ smooth. sn, " snsiil, sneike, ^^atch, ^narl, sneak ; " sneeze, snow, snore, snwS, snug. sir, " strsiiglit, strain, strange, strand, stra-p ; " stream, street, stride, strife, struck. sw, " swaj, swear, swarm, sweeip, sweet ; " swine, swift, swing, svAtch, swoon. - - - -- - ■• 218 NATIONAL SECOND READER. ,' V^Z-J." LESSON LXXII. WINTER, iXlone. (^TooTi -^n^ dTtcta ^eco?tt€d ^cn,e^ a^ic/ fa^^ -^ucok. ^. C^^ui> a^ie'i, n^ui, ^cz^ded, anc/ -^/le a-i^auid en, //^ 'meuc/ota cd dec/. Q/ne c/ooia^A cd ccuelec/ ti^cln. a do/^ 'mal^ of tanc^. o/da M,oto-n, loof of -^nc oa^?t cd WINTER. 219 c/e?t ■ti^eti' ^e-n ■^ueT^i, o/Ae ot ^% d^/a^ en, o/ne aei> ed- n^en a-na jfiod^'y. o/de to^^ie^e ^lea^n, o/ taen'^ei> ed on ■^ne ^ae?^ao^a-ylane^. o/ne ()dal^ 9tol-t/Z' to^na O^c^eii- ■uoul eald, youl 'ncki^e, ana ^uocel ^enaeid/ ana a^?nod^ cne/ui- youl ^u>oa. G/ne tc^a^ei, ^ ^ne ^loon^ ed ^loTi^en nala, ana -m^e ^^n,ad a^a lev^i^ a^e ccMuelea zuctd 'tdccn^ ece. ^. Q/n ^^feadan^' taea^nel, yoti- u^if^ea ^o te^anc/ei, en ^n^ ■f^etad ana 'tne to<>oad-, ana 'U/ele -temyi^^a /o yiuz'U ■tue ■^iuan-^ ; o^u^ -noto-, 'uotf^ ale auz^a -to aa -^o dcuoot. G^Ld "iioa -neal ■^ue ^celce tac?tad v^u^ta, ajza, ^i?on^c?t^ ou^ Ojf- -tn^e tacnaota, dee ■^ue dnaw- /^y, ■^n^e ■^nouan,^ oJ^ ^/le cota a/znod^ 'man.e youl ■^ee^n' cna^^el. ^C^ou ^ean cneel/ a?za ^al7t 'uotcl ■^adn,. ^. Trden ^/a^^wiaa'U co9?zed, e^ you na^e ^t a/ue (Aeen 220 NATIONAL SECOND EEADER. tac^ atiu>u/- yotc ^ c&a^^ tac^/l •uowl yluz?J77^c^'^eii■. cii'Cizo^ youi' (X-^d^ uA -to- ^ue -^^ ^r '^ n^can, nc^, ■tn^e ^cetci, a-Ttco 'tn.eTZ J^^ai^ -fuem, (Zt^ a^ otice, to iiee ■tue uzl^e ^oyJ- <)na^e. (SzCoto- d^7n,oot/v cmcC ^Uan,^ -tne tee cd / (^yCoto- ifcKi^ -t/iey a-o- 07t -tuec-i, (Xn.9jze ^oyd dna-te ^ucn^zaai^ci, dome du^c/e a, alea^ c/cd- ■^nce o?t one dn^ci-^, cz7zcC O'tneid cti^t ^tteid utzc/ ■fta^tcled 07t tue tee. cT. ^^ou (Z^tc/ youi, /c/^^M^ dcd^'i, 'tcc/e to totaTt tt^ctu youi, Auientd, c?^ t/ie d^cyn. o/n^ d^cau du/id do dTTtootnm^ o^^^i, tue dfzoto t/iat ct 97iU'Ued^ ?io 7iocde. o/ne ^e^ tc-nn^^ ■7?iei^'U/u, utzc/ you ale do ^^eiy n^A^^, ttuzt^ yocc cio?t't OTtce tucTin, o^ -t^ cotcC (ZCi'. ^. Cy?^ a tut?itel'd 9tca^t, you -une to d('t uA cznc/ tieui, ^^ada9?t dtoiced. (2/o9ne^9ne an ou:^ oan'd- "^^/y ^n^fz^ae. 222 NATIONAL SECOND EEADEE. ^. Gl/o- u-o^n^t czTzc/ aci-uO' ■^/ie7j^ taeii-^ /Fcl^n^ eacn, cz ^efZ9?zc?i(X /ace, Qyvi^'i^??^ ^czcU' (Z?tci 'lao'/t c/^ ^i^uzce. ^. Gi/Ue -fcozaeid -^n^eu'cC yitucn^cC czna ca4.icec/ -^ue'i G^92(Z d^i^dc^ -^n^c-i, oaoi^ o?^ -^ue ati., 4^, Q^ i^u/tc/ -^ue ■^'i.ee -^/ie-u i^?t cine/ ^ci/i^, Gy/iode Mczc/iXa9?ze tc-^-^/& /o9M <^. 7/%e/t aou^?i -tUey da^ ■^o cou?z^ ^uetn, a' el, .^^/^eTzeu'tu -tUoJ-e /iancn^ed- /c^n^, q7u(Z-^ a7zce t/te ^ile^^u Auzy^ucfza^ /cfle, (3^fh aa.ec/ '/^la^t c/i'ezv- 9?/^/. u. C^^U^ nuc^ to^a^ ta/t^e / n.cJ' eye ti^aJ^ c/c?n / 9fzac (2>^ au>to- /^cd taay n^e G€?ic/ /ec/ Ae^TZ /^ -^/e ddac/e. /. /Pyie?t, /lacec/ ayacm^^ -^Ue ■/ci,7?z o// oan, &V91C/ /ocnec/ '^neci> cncu/(^n> uzuan^. THE CHILDEElSr AT THE OAK. 223 'o/io-c/t Aeei. -fi^Tn, ou^ -^ue ccm. G>tih acoi.7h /ho^fz -^Ae /ole^^ tacuz /J'. "■ 7yn-ert, ^ee^c^ty' u^e'^ iXtu^/^ yeczid- toele dAen^, Cg^tS czd/lec/ ■^a Acitte nc^ ■?7zo?ta,77te7it Qy/ie can, ne yiuz?z-^cC /tei^. 224 NATIONAL SECOND READEE. //^, Q/ue dyiean-ci, cecz^eco / touen^, o^uccn^ (Z7ta^ 'fnu^. THE END. YB 36817 M69862 1H EDU^ DEPT, THE UNIVERSITY OF CALIFORNIA LIBRARY EEADEES MJ) SPELLERS. BY E. G. PAEKEE AKD J. MADISON WATSON. THE NATIONAL SCHOOL PRIMER; Or. PRIMARY V70RD BUILDER. 64 pages, 16mo. THE NATIOiVAL FIRST DEADER; Or, WORD-BUILDER. 318 pagss. 16rao. THE NATIONAL SECOND READER. 224 pages, I6mo. THE NATIONAL TL.( ID READEB. 28S pages, 12mo. THE NATIONAL PO'JiiTE READER. 432 pagsa, 12mo. THE NATIONAL FIFTH READER. 600 pages, 12mo. NATIONAL ELEMENTARY SPELLER. 160 pages, 16mo. NATIONAL PRONOUNCING SPELLER. 188 pages, 12mo. 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