McGuffey's First Eclectic Reader, Revised Edition in Modern English

Produced by Don Kostuch

Created by Don Kostuch

[Transcriber's Notes:

[Transcriber's Notes:]

Welcome to the schoolroom of 1900. The moral tone is plain. "She is kind to the old blind man."

Welcome to the classroom of 1900. The moral lesson is clear. "She is kind to the old blind man."

The exercises are still suitable, and perhaps more helpful than some contemporary alternatives. Much is left to the teacher. Explanations given in the text are enough to get started teaching a child to read and write. Counting in Roman numerals is included as a bonus in the form of lesson numbers.

The exercises are still relevant and maybe even more useful than some modern alternatives. A lot depends on the teacher. The explanations provided in the text are sufficient to begin teaching a child how to read and write. Counting in Roman numerals is included as a bonus in the form of lesson numbers.

Each lesson begins with vocabulary words, followed by the description of a picture (if any) related to the lesson's reading exercise. The lesson then consists of printed text for reading and sometimes script (handwriting) for reading or copying.

Each lesson starts with vocabulary words, then includes a description of a picture (if there is one) related to the reading exercise. The lesson contains printed text for reading and sometimes has script (handwriting) for reading or copying.

Don Kostuch ]

Don Kostuch

MCGUFFEY'S [Registered]

MCGUFFEY'S

First

Revised Edition

Updated Version

McGuffey Edition and Colophon are Trademarks of

JOHN WILEY & SONS, INC.
NEW YORK - CHICHESTER - WEINHEIM - BRISBANE - SINGAPORE - TORONTO

This First Reader may be used in teaching reading by any of the methods in common use; but it is especially adapted to the Phonic Method, the Word Method, or a combination of the two.

This First Reader can be used to teach reading with any of the commonly used methods, but it is particularly suited for the Phonic Method, the Word Method, or a combination of both.

I. Phonic Method.—First teach the elementary sounds and their representative, the letters marked with diacriticals, as they occur in the lessons; then, the formation of words by the combination of these sounds. For instance, teach the pupil to identify the characters a, o, n, d, g, r, and th, in Lesson I, as the representatives of certain elementary sounds; then teach him to form the words at the head of the lesson, then other words, as nag, on, and, etc. Pursue a similar course in teaching the succeeding lessons. Having read a few lessons in this manner, begin to teach the names of the letters and the spelling of words, and require the groups, "a man," "the man," "a pen," to be read as a good reader would pronounce single words.

I. Phonic Method.—First, teach the basic sounds and their corresponding letters, marked with diacriticals, as they appear in the lessons; then, show how to form words by combining these sounds. For example, teach the student to recognize the letters a, o, n, d, g, r, and th in Lesson I as symbols for specific elementary sounds; then have them construct the words at the top of the lesson, along with other words like nag, on, and, etc. Follow a similar approach for the next lessons. After reading a few lessons this way, start teaching the names of the letters and the spelling of words, requiring groups like "a man," "the man," "a pen" to be read as a proficient reader would pronounce individual words.

II. When one of the letters in the combinations ou or ow, is marked in the words at the head of the reading exercises, the other is silent. If neither is marked, the two letters represent a diphthong. All other unmarked vowels in the vocabularies, when in combination, are silent letters. In slate or blackboard work, the silent letters may be canceled.

II. When one of the letters in the combinations ou or ow is marked in the words at the beginning of the reading exercises, the other letter is silent. If neither is marked, the two letters make a diphthong. All other unmarked vowels in the vocabularies, when combined, are silent letters. In slate or blackboard work, the silent letters can be crossed out.

III. Word Method.—Teach the pupil to identify at sight the words placed at the head of the reading exercises, and to read these exercises without hesitation. Having read a few lessons, begin to teach the names of the letters and the spelling of words.

III. Word Method.—Teach the student to recognize at a glance the words at the beginning of the reading exercises and to read these exercises smoothly. After reading a few lessons, start teaching the names of the letters and how to spell words.

IV. Word Method and Phonic Method Combined.—Teach the pupil to identify words and read sentences, as above. Having read a few lessons in this manner, begin to use the Phonic Method, combining it with the Word Method, by first teaching the words in each lesson as words; then the elementary sounds, the names of the letters, and spelling.

IV. Combined Word Method and Phonic Method.—Teach the student to recognize words and read sentences, as mentioned before. After reading a few lessons this way, start using the Phonic Method alongside the Word Method by first teaching the words in each lesson as individual words; then introduce the basic sounds, the names of the letters, and spelling.

V. Teach the pupil to use script letters in writing, when teaching the names of the letters and the spelling of words.

V. Teach the student to use script letters when writing, while teaching the names of the letters and how to spell words.

Copyright, 1879, by Van Antwerp, Bragg & Co.
Copyright, 1896, by American Book Company.
Copyright, 1907 and 1920, by H.H. Vail.

Preface

Introduction

In presenting McGuffeys Revised First Reader to the public, attention is invited to the following features:

In presenting McGuffey's Revised First Reader to the public, we want to highlight the following features:

1. Words of only two or three letters are used in the first lessons. Longer and more difficult ones are gradually introduced as the pupil gains aptness in the mastery of words.

1. In the first lessons, only words that are two or three letters long are used. Longer and more challenging words are gradually introduced as the student becomes more skilled in mastering vocabulary.

2. A proper gradation has been carefully preserved. All new words are placed at the head of each lesson, to be learned before the lesson is read. Their number in the early lessons is very small, thus making the first steps easy. All words in these vocabularies are used in the text immediately following.

2. A proper progression has been carefully maintained. All new words are listed at the beginning of each lesson, so they can be learned before reading the lesson. The number of words in the early lessons is quite small, making the initial steps easier. All the words in these vocabularies are used in the text that follows immediately.

3. Carefully engraved script exercises are introduced for a double purpose. These should be used to teach the reading of script; and may also serve as copies in slate work.

3. Carefully engraved script exercises are introduced for two purposes. They should be used to teach reading script and can also serve as copies for slate work.

4. The illustrations have been designed and engraved specially for the lessons in which they occur. Many of the engravings will serve admirably as the basis for oral lessons in language.

4. The illustrations have been created and engraved specifically for the lessons in which they appear. Many of the engravings will work perfectly as the foundation for spoken language lessons.

5. The type is large, strong, and distinct.

5. The type is big, bold, and clear.

The credit for this revision is almost wholly due to the friends of McGuffeys Readers,—eminent teachers and scholars, who have contributed suggestions and criticisms gained from their daily work in the schoolroom.

The credit for this update goes primarily to the friends of McGuffey's Readers—prominent teachers and scholars who have provided insights and feedback based on their everyday experiences in the classroom.

Cincinnati, June, 1879.

Cincinnati, June 1879.

(iii)

A a N n
B b O o
C c P p
D d Q q
E e R r
F f S s
G g T t
H h U u
I i V v
J j W w
K k X x
L l Y y
M m Z z

[Illustration:

Script Alphabet

a b c d e f g h i j k l m n o p q r s t u v w x y z

1 2 3 4 5 6 7 8 9 0 ]

1 2 3 4 5 6 7 8 9 0

[Illustration: Dog]

McGuffey's FIRST READER.

McGuffey's First Reader.

dog the ran

the dog ran

a o n d g r th

[Illustration: Running dog.]

[Illustration: Dog running.]

The dog.

The dog ran.

The dog sprinted.

cat mat is on

cat on mat

c t i m s

[Illustration: Cat]

The cat. The mat.

Is the cat on the mat?

The cat is on the mat.

it his pen hand

a in has man

a man has a

p h e

[Illustration: Man with glasses writing at a desk.]

The man. A pen.

The guy. A pen.

The man has a pen.

The guy has a pen.

Is the pen in his hand?

It is in his hand.

It's in his hand.

hen fat rat box big run from can

f b x u

[Illustration: Hen watching a rat.]

[Illustration: Chicken watching a rat.]

A fat hen. A big rat.

The fat hen is on the box.

The rat ran from the box.

The rat ran out of the box.

Can the hen run?

Can the chicken run?

Rab Ann hat catch see

e ch s

[Illustration: Girl chasing dog with hat in his mouth.]

See Rab! See Ann!

Check out Rab! Check out Ann!

See! Rab has the hat.

Look! Rab has the hat.

Can Ann catch Rab?

she pat too now let me

sh oo ow l

shout

[Illustration: Girl with dog]

Ann can catch Rab.

See! She has the hat.

Look! She has the hat.

Now Ann can pat Rab.

Now Ann can pet Rab.

Let me pat Rab, too.

Let me pet Rab, too.

Ned eggs black left fed nest them get will

Ned will get the black eggs left in the nest to feed them.

a black hen the nest

a black hen in the nest

w ck

[Illustration: Boy feeding a hen.]

[Illustration: Boy feeding a chicken.]

Ned has fed the hen.

Ned has fed the chicken.

She is a black hen.

She is a black chicken.

She has left the nest.

She's left the nest.

See the eggs in the nest!

Will the hen let Ned get them?

Will the hen let Ned take them?

head he Nat come with and o

[Illustration: Three children, boy seated, boy standing with large top hat, followed by girl adjusting the hat.]

[Illustration: Three kids, one boy sitting, another boy standing with a big top hat, followed by a girl fixing the hat.]

Let me get the black hat. Now Ned has it on his head, and he is a big man.

Let me grab the black hat. Now Ned is wearing it, and he looks like a big shot.

Come, Nat, see the big man with his black hat.

Come on, Nat, check out the big guy in the black hat.

pat catch has left hat can

black eggs Rab Ann fed get

Ned is on the box. He has a pen in his hand. A big rat is in the box.
Can the dog catch the rat?

Ned is in the box. He has a pen in his hand. A big rat is in the box.
Can the dog catch the rat?

Come with me, Ann, and see the man with a black hat on his head.

Come with me, Ann, and check out the guy with a black hat on his head.

The fat hen has left the nest. Run, Nat, and get the eggs.

The big hen has left the nest. Run, Nat, and grab the eggs.

[Illustration: Script Exercise:

[Illustration: Script Exercise:]

The cat ran. Ann ran.

The man has a hat. ]

The man is wearing a hat.

Nell some pan him yes do you have

I to i y v o

[Illustration: Girl holding eggs.]

Do you see Nell?

Yes; she has a pan with some eggs in it.

Let me have the pan and the eggs, will you, Nell?

Let me have the pan and the eggs, okay, Nell?

Has the black hen left the nest?

I will now run to catch Rab. Will you run, too?

I’m going to run to catch Rab. Are you going to run, too?

O whip Ben up still sit if stand Jip

o wh j

[Illustration: Girl, boy, goat pulling cart.]

O Ben! let me get in, will you?

O Ben! Can I come in, please?

Yes, if you will sit still.

Yes, if you can sit still.

Stand still, Jip, and let Ann get in.

Now, Ben, hand me the whip.

Now, Ben, pass me the whip.

Get up, Jip!

1,2.

Kitty nice sweet sing just hang

Kitty is nice, sweet, and loves to sing; she just likes to hang out.

cage then song pet put not

k g c a y ng u

[Illustration: Girl sitting at window with bird cage.]

[Illustration: Girl sitting at the window with a birdcage.]

Kitty has a nice pet. It can sing a sweet song.

Kitty has a great pet. It can sing a lovely song.

She has just fed it.

She just fed it.

She will now put it in the cage, and hang the cage up. Then the cat can not catch it.

She will now put it in the cage and hang the cage up. Then the cat can't catch it.

Tom top Kit'ty's at back

Tom's at the back.

look good doll think spot

th n oo

[Illustration: Boy and Dog]

[Illustration: Kid and Dog]

Look at Tom and his dog. The dog has a black spot on his back. Do you think he is a good dog?

Look at Tom and his dog. The dog has a black spot on its back. Do you think it's a good dog?

Tom has a big top, too. It is on the box with Kitty's doll.

Tom has a big top, too. It's on the box with Kitty's doll.

sun we how pond stop for

go swim her us hot duck

e o

[Illustration: Man and girl standing by a pond.]

The sun is up. The man has fed the black hen and the fat duck.

Now the duck will swim in the pond. The hen has run to her nest.

Now the duck is swimming in the pond. The hen has run to her nest.

Let us not stop at the pond now, for it is hot.

Let’s not stop at the pond now because it’s hot.

See how still it is! We will go to see Tom and his top.

See how calm it is! We're going to check out Tom and his top.

John rock set jump fun must

may un'der skip bank but touch

O John! the sun has just set. It is not hot, now.

O John! The sun has just set. It isn’t hot now.

Let us run and jump. I think it is fun to run, and skip, and jump.

Let’s run and jump. I think it’s fun to run, skip, and jump.

See the duck on the pond! Her nest is up on the bank, under the rock.

See the duck on the pond! Her nest is up on the shore, under the rock.

We must not touch the nest, but we may look at it

We shouldn't touch the nest, but we can look at it.

The sun has set, and the pond is still.

The sun has gone down, and the pond is calm.

John, Ned, Ben, Tom, and Nell stand on the bank, and look at the duck.

John, Ned, Ben, Tom, and Nell are standing on the bank, watching the duck.

The dog with a black spot on his back, is with Tom. See! Tom has his hat in his hand. He has left his big top on the box.

The dog with a black spot on its back is with Tom. Look! Tom is holding his hat. He left his big top on the box.

Kitty's doll is on the rock. Nell has put her pet in the cage. It will sing a sweet song. The duck has her nest under the rock.

It is not hot now. Let us run, and skip, and jump on the bank. Do you not think it is fun?

It’s not hot right now. Let’s run, skip, and jump on the bank. Don’t you think it’s fun?

are ink moss this tub up set' a

[Illustration: Script Exercise: The pen and the ink are on the stand. Is this a good pen? The moss is on the rock. This duck can swim. Ben upset the tub. ]

[Illustration: Script Exercise: The pen and the ink are on the stand. Is this a good pen? The moss is on the rock. This duck can swim. Ben tipped over the tub.]

nut did shut shall lost fox

men met step in'to hunt mud

men met step into hunt mud

[Illustration: Script Exercise:

[Illustration: Script Exercise:]

Will the dog hunt a fox? Ben lost his hat. Shall I shut the box? I met him on the step. Did you jump into the mud? I have a nut. I met the man. ]

Will the dog chase a fox? Ben lost his hat. Should I close the box? I saw him on the step. Did you jump into the mud? I have a nut. I met the guy.

Kate old no grass dear likes

Kate likes vintage grass, dear.

be drink milk cow out gives

a

[Illustration: Cow standing in pond.]

[Illustration: Cow in pond.]

O Kate! the old cow is in the pond: see her drink! Will she not come out to get some grass?

O Kate! The old cow is in the pond: look at her drinking! Won't she come out to grab some grass?

No, John, she likes to be in the pond. See how still she stands!

No, John, she likes being in the pond. Look how still she is!

The dear old cow gives us sweet milk to drink.

The sweet old cow gives us delicious milk to drink.

mam ma' large as pa pa arms ride

far barn both Prince trot your

[Illustration: Man and girl riding a horse.]

Papa, will you let me ride with you on Prince? I will sit still in your arms.

Papa, can I ride with you on Prince? I promise I’ll stay still in your arms.

See, mamma! We are both on Prince. How large he is!

See, Mom! We're both on Prince. He's so big!

Get up, Prince! You are not too fat to trot as far as the barn.

Get up, Prince! You’re not too heavy to walk to the barn.

of that toss fall well Fan'ny

ball wall was pret'ty(prit-) done what

ball wall was pretty done what

a a

[Illustration: Two girls standing in meadow play with a ball.]

[Illustration: Two girls standing in a field playing with a ball.]

O Fanny, what a pretty ball!

O Fanny, what a lovely party!

Yes; can you catch it, Ann?

Yes, can you catch it, Ann?

Toss it to me, and see. I will not let it fall.

Toss it to me and watch. I won't let it drop.

That was well done

That was great.

Now, Fanny, toss it to the top of the wall, if you can.

Now, Fanny, throw it to the top of the wall, if you can.

had went call might flag near swam swing

[Illustration: Woman and two girls standing by gate in fence.]

[Illustration: Woman and two girls standing by the gate in the fence.]

Did you call us, mamma?

Did you call us, mom?

I went with Tom to the pond. I had my doll, and Tom had his flag.

I went to the pond with Tom. I had my doll, and Tom had his flag.

The fat duck swam to the bank, and we fed her. Did you think we might fall into the pond?

The fat duck swam to the shore, and we fed her. Did you think we might fall into the pond?

We did not go too near, did we, Tom?

We didn't get too close, did we, Tom?

May we go to the swing, now, mamma?

May we go to the swing now, Mom?

here band hear horse play they

pass where front fine hope comes

e e

[Illustration: Two boy standing on porch as band passes in street.]

[Illustration: Two boys standing on the porch as a band walks by in the street.]

Here comes the band! Shall we call mamma and Fanny to see it?

Here comes the band! Should we call Mom and Fanny to check it out?

Let us stand still, and hear the men play as they pass.

Let’s stop for a moment and listen to the musicians as they walk by.

I hope they will stop here and play for us.

I hope they'll stop here and play for us.

See the large man in front of the band, with his big hat. What has he in his hand? How fine he looks!

See the big guy in front of the band, wearing his huge hat. What does he have in his hand? He looks great!

Look, too, at the man on that fine horse.

Look at the man on that nice horse.

If the men do not stop, let us go with them and see where they go.

If the guys don’t stop, let’s follow them and see where they’re headed.

Bess hap'py make cart tent woods

Bess is happily making a cart in the tent in the woods.

lit'tle ver'y bed Rob'ert gone draw

[Illustration: Boy and girl with goat-cart in woods; tent in background.]

[Illustration: Boy and girl with goat cart in the woods; tent in the background.]

Bess and Robert are very happy; papa and mamma have gone to the woods with them.

Bess and Robert are really happy; Dad and Mom have gone to the woods with them.

Robert has a big tent and a flag, and Bess has a little bed for her doll.

Robert has a large tent and a flag, and Bess has a small bed for her doll.

Jip is with them. Robert will make him draw Bess and her doll in the cart.

Jip is with them. Robert will have him draw Bess and her doll in the cart.

James Ma'ry made sang my lay

sport spade lap dig doll's sand

said (sed) y

said

[Illustration: Boy talking to girl sitting on steps with a doll.]

"Kate, will you play with me?" said James. "We will dig in the sand with this little spade. That will be fine sport."

"Kate, will you play with me?" James asked. "We can dig in the sand with this little spade. That will be fun."

"Not now James" said Kate; "for I must make my doll's bed. Get Mary to play with you."

"Not right now, James," Kate said. "I need to make my doll's bed. Ask Mary to play with you."

James went to get Mary to play with him. Then Kate made the doll's bed.

She sang a song to her doll, and the doll lay very still in her lap.

She sang a song to her doll, and the doll rested quietly in her lap.

Did the doll hear Kate sing?

Did the doll hear Kate singing?

its shade brook picks all

by help stones glad soft

[Illustration: Two girls and boy in the woods.]

[Illustration: Two girls and a boy in the woods.]

Kate has left her doll in its little bed, and has gone to play with Mary and James. They are all in the shade, now, by the brook.

Kate has left her doll in its little bed and has gone to play with Mary and James. They are all in the shade now, by the brook.

James digs in the soft sand with his spade, and Mary picks up little stones and puts them in her lap.

James digs in the soft sand with his shovel, and Mary picks up small stones and puts them in her lap.

James and Mary are glad to see Kate. She will help them pick up stones and dig, by the little brook.

James and Mary are happy to see Kate. She’ll help them pick up stones and dig by the little stream.

1,3.

"What shall we do?" said Fanny to John. "I do not like to sit still. Shall we hunt for eggs in the barn?"

"What should we do?" Fanny asked John. "I don't like to just sit here. Should we go look for eggs in the barn?"

"No" said John; "I like to play on the grass. Will not papa let us catch
Prince, and go to the big woods?"

"No," said John; "I like playing on the grass. Won't Dad let us catch
Prince and go to the big woods?"

"We can put the tent in the cart, and go to some nice spot where the grass is soft and sweet."

"We can load the tent into the cart and head to a nice place where the grass is soft and sweet."

"That will be fine," said Fanny. "I will get my doll, and give her a ride with us."

"That sounds good," said Fanny. "I'll grab my doll and take her for a ride with us."

"Yes," said John, "and we will get mamma to go, too. She will hang up a swing for us in the shade."

"Yeah," John said, "and we'll get Mom to come, too. She'll set up a swing for us in the shade."

peep while take sleep tuck safe

oh wet feet chick can't feels wing

[Illustration: Girl kneeling by small chicken coop.]

Peep, peep! Where have you gone, little chick? Are you lost? Can't you get back to the hen?

Peep, peep! Where did you go, little chick? Are you lost? Can't you find your way back to the hen?

Oh, here you are! I will take you back. Here, hen, take this little chick under your wing.

Oh, there you are! I'll take you back. Here, hen, take this little chick under your wing.

Now, chick, tuck your little, wet feet under you, and go to sleep for a while.

Now, babe, tuck your little, wet feet under you and take a nap for a bit.

Peep, peep! How safe the little chick feels now!

Peep, peep! The little chick feels so safe now!

wind time there fence kite high

eyes bright flies why day shines

[Illustration: Boys playing with kite. A dog stand by the boys.]

[Illustration: Boys playing with a kite. A dog stands by the boys.]

This is a fine day. The sun shines bright. There is a good wind, and my kite flies high. I can just see it.

This is a great day. The sun is shining bright. There's a nice breeze, and my kite is flying high. I can just see it.

The sun shines in my eyes; I will stand in the shade of this high fence.

The sun is in my eyes; I’ll stand in the shade of this tall fence.

Why, here comes my dog! He was under the cart. Did you see him there?

What a good time we have had! Are you not glad that we did not go to the woods with John?

What a great time we've had! Aren't you glad we didn't go to the woods with John?

[Illustration: Script Exercise:

[Illustration: Script Exercise:]

The pond is still. How it shines in the hot sun! Let us go into the woods where we can sit in the shade. ]

The pond is calm. Look how it glimmers in the hot sun! Let's head into the woods where we can relax in the shade.

wish float tie know

rope boat try shore

give pole don't push

drag won't oar fun'ny

drag won't oar funny

[Illustration: Two girls standing by fence, one is pulling a small wooden tub with a rope along the path.]

[Illustration: Two girls standing by a fence, one is pulling a small wooden tub with a rope along the path.]

"Kate, I wish we had a boat to put the dolls in. Don't you?"

"I know what we can do. We can get the little tub, and tie a rope to it, and drag it to the pond. This will float with the dolls in it, and we can get a pole to push it from the shore."

"I have an idea. We can grab the little tub, tie a rope to it, and drag it to the pond. It will float with the dolls in it, and we can use a pole to push it from the shore."

"What a funny boat, Kate! A tub for a boat, and a pole for an oar! Won't it upset?"

"What a goofy boat, Kate! It's like a tub for a boat, and a stick for an oar! Is it going to tip over?"

"We can try it, Nell, and see."

"We can give it a try, Nell, and see."

"Well you get the tub, and I will get a pole and a rope. We will put both dolls in the tub, and give them a ride."

"Alright, you grab the tub, and I'll get a pole and a rope. We'll put both dolls in the tub and take them for a ride."

[Illustration: Script Exercise:

[Illustration: Script Exercise:]

The dolls had a nice ride to the pond. A soft wind made the tub float out. Nell let the pole fall on the tub, and upset it. ]

The dolls enjoyed a pleasant trip to the pond. A gentle breeze caused the tub to drift away. Nell accidentally dropped the pole onto the tub, tipping it over.

bound Rose called got drown found brave

came Pon'to jumped mouth a round' brought wa'ter

[Illustration: Two girls standing by pond. One girl is using a pole to push a small wooden tub containing dolls. ]

[Illustration: Two girls standing by a pond. One girl is using a pole to push a small wooden tub filled with dolls.]

"Here, Ponto! Here, Ponto!" Kate called to her dog. "Come, and get the dolls out of the pond."

"Here, Ponto! Here, Ponto!" Kate called to her dog. "Come and get the dolls out of the pond."

Rose went under, but she did not drown. Bess was still on the top of the water.

Rose went beneath the surface, but she didn't drown. Bess was still on top of the water.

Ponto came with a bound, and jumped into the pond. He swam around, and got
Bess in his mouth, and brought her to the shore.

Ponto leaped in with a spring and jumped into the pond. He paddled around and caught Bess in his mouth, then brought her to the shore.

Ponto then found Rose, and brought her out, too.

Ponto then found Rose and brought her out as well.

Kate said, "Good, old Ponto! Brave old dog!"

Kate said, "Good old Ponto! Brave old pup!"

What do you think of Ponto?

What do you think about Ponto?

June Lu'cy's air kind trees sing'ing blue

when pure says (sez) sky pic'nic u a

when pure says (sez) sky picnic u a

[Illustration: Woman and girl sitting under a tree.]

"What a bright June day! The air is pure. The sky is as blue as it can be.

"What a bright June day! The air is fresh. The sky is as blue as ever."

Lucy and her mamma are in the woods. They have found a nice spot, where there is some grass.

Lucy and her mom are in the woods. They’ve found a nice spot with some grass.

They sit in the shade of the trees, and Lucy is singing.

The trees are not large, but they make a good shade.

The trees aren't big, but they provide nice shade.

Lucy's kind mamma says that they will have a picnic when her papa can get a tent.

Lucy's caring mom says they will have a picnic once her dad can get a tent.

James and Robert have gone into the shade of a high wall to play ball.

James and Robert have stepped into the shade of a tall wall to play ball.

Mary and Lucy have come up from the pond near by, with brave old Ponto, to see them play.

Mary and Lucy have come from the nearby pond, along with brave old Ponto, to watch them play.

When they toss the ball up in the air, and try to catch it, Ponto runs to get it in his mouth.

When they throw the ball up in the air and try to catch it, Ponto runs to grab it in his mouth.

Now the ball is lost. They all look for it under the trees and in the grass; but they can not see it. Where can it be?

Now the ball is lost. They all search for it under the trees and in the grass, but they can't find it. Where could it be?

See! Ponto has found it. Here he comes with it. He will lay it at little
Lucy's feet, or put it in her hand.

boy our spoil hur rah' own coil

noise fourth such join thank a bout'

hoist pay Ju ly' playing oi

[Illustration: Five boys carrying a large American flag. Man in background is smoking a pipe.]

[Illustration: Five boys carrying a large American flag. A man in the background is smoking a pipe.]

"Papa, may we have the big flag?" said James.

"Hey Dad, can we have the big flag?" asked James.

"What can my little boy do with such a big flag?"

"What can my little boy do with such a large flag?"

"Hoist it on our tent, papa. We are playing Fourth of July."

"Hang it on our tent, Dad. We're celebrating the Fourth of July."

"Is that what all this noise is about? Why not hoist your own flags?"

"Is that what all this fuss is about? Why not raise your own flags?"

"Oh! they are too little."

"Oh! they're too small."

"You might spoil my flag."

"You might ruin my flag."

"Then we will all join to pay for it. But we will not spoil it, papa."

"Then we’ll all pitch in to pay for it. But we won’t ruin it, dad."

"Take it, then, and take the coil of rope with it."

"Take it, and grab the coil of rope while you’re at it."

"Oh! thank you. Hurrah for the flag, boys!"

"Oh! Thank you. Hooray for the flag, guys!"

fin'ished bon'net les'son saved white a way'

I've am work scam'per read'y gar'den

[Illustration: White kitten lapping milk from a bowl.]

[Illustration: White kitten drinking milk from a bowl.]

[Illustration: Script Exercise:

[Illustration: Script Exercise:]

Kitty, my pretty, white kitty.
Why do you scamper away?
I've finished my work and my lesson
And now I am ready for play.

Kitty, my lovely, white kitty.
Why do you run off?
I've wrapped up my work and my lesson
And now I'm all set to play.

Come, kitty, my own little kitty.
I've saved you some milk come and see.
Now drink while I put on my bonnet,
And play in the garden with me.
]

Come here, kitty, my sweet little kitty.
I've saved you some milk, come and take a look.
Now drink while I put on my hat,
And let’s play in the garden together.

care al'ways line Frank

care always line Frank

row been (bin) keeps home

row bin keeps home

[Illustration: Boy untying a white boat from post in pond.]

[Illustration: Boy untying a white boat from a post in a pond.]

Frank has a pretty boat. It is white, with a black line near the water.

Frank has a nice boat. It's white, with a black stripe near the water.

He keeps it in the pond, near his home. He always takes good care of it.

He keeps it in the pond by his house. He always takes great care of it.

Frank has been at work in the garden, and will now row a while.

Frank has been working in the garden and will now row for a bit.

much one (wun) yet hun'gry

much one yet hungry

seen grand'ma corn would o

seen grandma corn would o

[Illustration: Two children on porch. Girl is holding a bowl.
Boy is seated on the step holding a model sailboat.]

[Illustration: Two kids on the porch. The girl is holding a bowl.
The boy is sitting on the step with a model sailboat.]

"What is that?" said Lucy, as she came out on the steps. "Oh, it is a little boat! What a pretty one it is!"

"What is that?" Lucy said as she stepped outside. "Oh, it’s a little boat! It's so pretty!"

"I will give it to you when it is finished," said John, kindly. "Would you like to have it?"

"I'll give it to you when it's done," John said kindly. "Do you want it?"

"Yes, very much, thank you, John. Has grandma seen it?"

"Yes, definitely, thank you, John. Has grandma seen it?"

"Not yet; we will take it to her by and by. What have you in your pan,
Lucy?"

"Not yet; we’ll take it to her later. What do you have in your pan,
Lucy?"

"Some corn for my hens, John; they must be very hungry by this time."

"Get some corn for my hens, John; they must be really hungry by now."

mar'ket bread bas'ket bought meat

market bread basket bought meat

tea try'ing tell which

tea trying tell which

[Illustration: Woman and boy walking on path next to fence.
Woman is carrying a basket.]

[Illustration: Woman and boy walking on a path next to a fence.
Woman is carrying a basket.]

James has been to market with his mamma.

James has gone to the market with his mom.

She has bought some bread, some meat, and some tea, which are in the basket on her arm.

James is trying to tell his mamma what he has seen in the market.

James is trying to tell his mom what he saw at the market.

reads so wears please could hair

fast love eas'y gray chair who glass'es

[Illustration: Girl standing by old woman in rocking chair.]

[Illustration: Girl standing next to elderly woman in rocking chair.]

See my dear, old grandma in her easy-chair! How gray her hair is! She wears glasses when she reads.

See my dear, old grandma in her comfy chair! How gray her hair is! She wears glasses when she reads.

She is always kind, and takes such good care of me that I like to do what she tells me.

She is always nice and takes such good care of me that I like to follow her advice.

When she says, "Robert, will you get me a drink?" I run as fast as I can to get it for her. Then she says, "Thank you, my boy."

When she says, "Robert, can you get me a drink?" I sprint as quickly as I can to get it for her. Then she says, "Thanks, my boy."

Would you not love a dear, good grandma, who is so kind? And would you not do all yon could to please her?

Wouldn't you love a sweet, good grandma who is so kind? And wouldn't you do everything you could to make her happy?

does won'der moth'er oth'er bee hon'ey lis'ten flow'er

[Illustration: Girl standing next to woman seated on porch.]

"Come here, Lucy, and listen! What is in this flower?"

"Come here, Lucy, and check this out! What’s in this flower?"

"O mother! it is a bee. I wonder how it came to be shut up in the flower!"

"O mom! It's a bee. I wonder how it got stuck in the flower!"

"It went into the flower for some honey, and it may be it went to sleep.
Then the flower shut it in.

"It went into the flower for some honey, and it might have fallen asleep.
Then the flower closed it in.

"The bee likes honey as well as we do, but it does not like to be shut up in the flower.

"The bee likes honey just as much as we do, but it doesn’t like being trapped in the flower."

"Shall we let it out, Lucy?"

"Should we let it out, Lucy?"

"Yes; then it can go to other flowers, and get honey."

"Yes; then it can visit other flowers and collect honey."

best hitched their should or rid'ing

live holds hay driv'ing tight ear'ly

[Illustration: One boy riding a horse, and another boy riding a cart pulled by a horse.]

Here come Frank and James White. Do you know where they live?

Frank is riding a horse, and James is driving one hitched to a cart. They are out very early in the day. How happy they are!

Frank is riding a horse, and James is driving one attached to a cart. They are out very early in the day. How happy they are!

See how well Frank rides, and how tight James holds the lines!

See how well Frank rides and how firmly James grips the reins!

The boys should be kind to their horses. It is not best to whip them.

The boys should treat their horses kindly. It's not a good idea to hit them.

When they have done riding, they will give the horses some hay or corn.

When they finish riding, they will feed the horses some hay or corn.

Slate Work

Slate Art

[Illustration: Script Exercise:

[Illustration: Script Exercise:]

Some horses can trot very fast. Would you like to ride fast? One day I saw a dog hitched up a little cart. The cart had some corn in it. ]

Some horses can trot really fast. Would you like to ride fast? One day, I saw a dog pulling a small cart. The cart had some corn in it.

look'ing thought pick'ing heard chirp were told birds

search dear'ly young girl loved chil'dren be sides'

[Illustration: Girl picking flowers.]

A little girl went in search of flowers for her mother. It was early in the day, and the grass was wet. Sweet little birds were singing all around her.

A little girl went looking for flowers for her mom. It was early in the day, and the grass was damp. Sweet little birds were singing all around her.

And what do you think she found besides flowers? A nest with young birds in it.

And what do you think she found besides flowers? A nest with baby birds in it.

While she was looking at them, she heard the mother bird chirp, as if she said, "Do not touch my children, little girl, for I love them dearly."

While she was watching them, she heard the mother bird chirp, as if to say, "Don't touch my babies, little girl, because I love them very much."

The little girl now thought how dearly her own mother loved her.

The little girl now realized how much her own mother loved her.

So she left the birds. Then picking some flowers, she went home, and told her mother what she had seen and heard.

So she left the birds. Then, after picking some flowers, she went home and told her mother what she had seen and heard.

eight ask aft'er town past ah tick'et

eight ask after town past ah ticket

right half two train ding light'ning

[Illustration: Boy and girl sitting in wicker clothes basket.
Woman sitting in chair.]

[Illustration: Boy and girl sitting in a wicker laundry basket.
A woman sitting in a chair.]

"Mamma, will you go to town?"

"Mom, are you going to town?"

"What do you ask for a ticket on your train?"

"What do you charge for a ticket on your train?"

"Oh! we will give you a ticket, mamma."

"Oh! We'll give you a ticket, mom."

"About what time will you get back? "

"At what time will you be back?"

"At half past eight."

"At 8:30."

"Ah! that is after bedtime. Is this the fast train?"

"Ah! that's past bedtime. Is this the express train?"

"Yes, this is the lightning train."

"Oh! that is too fast for me."

"Oh! That's too fast for me."

"What shall we get for you in town, mamma?"

"What should we get for you in town, Mom?"

"A big basket, with two good little children in it."

"A large basket with two well-behaved kids in it."

"All right! Time is up! Ding, ding!"

"Alright! Time's up! Ding!"

school e'ven (e'vn) three room small

[Illustration: Several children in woods. Three are holding books, others are playing with a ball.]

[Illustration: A group of kids in the woods. Three are holding books, while the others are playing with a ball.]

It is noon, and the school is out. Do you see the children at play? Some run and jump, some play ball, and three little girls play school under a tree.

It’s noon, and school’s out. Do you see the kids playing? Some are running and jumping, some are playing ball, and three little girls are playing school under a tree.

What a big room for such a small school!

Mary is the teacher. They all have books in their hands, and Fanny is reading.

They are all good girls, and would not be rude even in playing school.

They are all good girls and wouldn’t be rude, even while playing school.

Kate and Mary listen to Fanny as she reads from her book.

What do you think she is reading about? I will tell you. It is about a poor little boy who was lost in the woods.

What do you think she’s reading about? I’ll tell you. It’s about a poor little boy who got lost in the woods.

When Fanny has finished, the three girls will go home.

When Fanny is done, the three girls will head home.

In a little while, too, the boys will give up their playing.

In a little while, the boys will stop playing.

ap'ple mew tease crack'er down new sil'ly a sleep'

wants calls knew friends up on' flew Poll Pol'ly

[Illustration: Girl sitting at dinner table. Parrot is on a perch in the foreground.]

[Illustration: Girl sitting at the dinner table. A parrot is perched in the foreground.]

Lucy has a new pet. Do you know what kind of bird it is? Lucy calls her
Polly.

Polly can say, "Poor Poll! Poor Poll! Polly wants a cracker;" and she can mew like a cat.

Polly can say, "Poor Poll! Poor Poll! Polly wants a cracker;" and she can meow like a cat.

But Polly and the cat are not good friends. One day Polly flew down, and lit upon the cat's back when she was asleep.

But Polly and the cat aren't good friends. One day, Polly flew down and landed on the cat's back while she was sleeping.

I think she knew the cat would not like that, and she did it to tease her.

I think she knew the cat wouldn't like that, and she did it to mess with her.

When Lucy pets the cat, Polly flies up into the old apple tree, and will not come when she calls her. Then Lucy says, "What a silly bird!"

When Lucy strokes the cat, Polly flutters up into the old apple tree and won't come when she's called. Then Lucy says, "What a silly bird!"

"Well, children, did you have a nice time in the woods?"

"Well, kids, did you have a good time in the woods?"

"Oh yes, mother, such a good time! See what sweet flowers we found, and what soft moss. The best flowers are for grandma. Won't they please her?"

"Oh yes, Mom, we had such a great time! Look at these beautiful flowers we found and the soft moss. The best flowers are for Grandma. Won't she love them?"

"Yes; and it will please grandma to know that you thought of her."

"Yes, and it will make grandma happy to know that you thought of her."

[Illustration: Dog sitting by picnic basket in woods. Two dolls are lying next to the basket.]

[Illustration: Dog sitting by picnic basket in the woods. Two dolls are lying next to the basket.]

"Rab was such a good dog, mother.

"Rab was such a great dog, Mom."

We left him under the big tree by the brook, to take care of the dolls and the basket.

We left him under the big tree by the stream to look after the dolls and the basket.

"When we came back, they were all safe. No one could get them while Rab was there. We gave him some of the crackers from the basket.

"When we got back, they were all safe. No one could reach them while Rab was around. We shared some of the crackers from the basket with him."

"O mother, how the birds did sing in the woods!

"O mom, how the birds were singing in the woods!"

"Fanny said she would like to be a bird, and have a nest in a tree. But I think she would want to come home to sleep."

"Fanny said she would like to be a bird and have a nest in a tree. But I think she would want to come home to sleep."

"If she were a bird, her nest would be her home. But what would mother do,
I wonder, without her little Fanny?"

"If she were a bird, her nest would be her home. But what would Mom do,
I wonder, without her little Fanny?"

beach shells these seat waves go'ing

beach shells these seat waves going

ev'er sea watch e'ven ing la'zy side

[Illustration: Horses pulling family in wagon.]

These boys and girls live near the sea. They have been to the beach. It is now evening, and they are going home.

These kids live by the ocean. They've been to the beach. It's evening now, and they're heading home.

John, who sits on the front seat, found some pretty shells. They are in the basket by his side.

John, who is sitting in the front seat, found some nice shells. They're in the basket next to him.

Ben White is driving. He holds the lines in one hand, and his whip in the other.

Ben White is driving. He holds the reins in one hand and the whip in the other.

Robert has his hat in his hand, and is looking at the horses. He thinks they are very lazy; they do not trot fast.

Robert holds his hat in his hand and is watching the horses. He thinks they seem pretty lazy; they aren’t trotting quickly.

The children are not far from home. In a little while the sun will set, and it will be bedtime.

The kids aren't far from home. Soon the sun will set, and it'll be time for bed.

Have you ever been at the seaside? Is it not good sport to watch the big waves, and to play on the wet sand?

Have you ever been to the beach? Isn’t it great fun to watch the huge waves and play on the wet sand?

log qui'et proud pulled fish stump riv'er fa'ther

[Illustration: Father and son fishing from under a tree.]

[Illustration: Dad and son fishing from underneath a tree.]

One evening Frank's father said to him, "Frank, would you like to go with me to catch some fish?"

One evening, Frank's dad said to him, "Frank, do you want to come with me to catch some fish?"

"Yes; may I go? and with you, father?"

"Yes, can I go? And can I go with you, Dad?"

"Yes, Frank, with me."

"Yeah, Frank, I'm with you."

"Oh, how glad I am!"

"Oh, I'm so happy!"

Here they are, on the bank of a river. Frank has just pulled a fine fish out of the water. How proud he feels!

Here they are, by the riverbank. Frank has just caught a nice fish from the water. He feels so proud!

See what a nice, quiet spot they have found. Frank has the stump of a big tree for his seat, and his father sits on a log near by. They like the sport.

See what a nice, quiet spot they've found. Frank is using the stump of a big tree as his seat, and his father is sitting on a log nearby. They enjoy the activity.

rain out'side of'ten pit'ter say win'dow

rain outside often pitter patter say window

sound pat'ter drops some'times on'ly mu'sic

[Illustration: Script Exercise:

[Illustration: Script Exercise:]

I wish, Mamma you would tell me where the rain comes from. Does it come from the sky? And when the little drops pitter-patter on the window do you think they are playing with me? I can not work or read for I love to listen to them. I often think their sound is pretty music. But the rain keeps children at home and sometimes I do not like that, then. The little raindrops only say, "Pit, pitter, patter, pat; While we play on the out-side, Why can't you play on that?" ]

I wish, Mom, you'd tell me where the rain comes from. Does it come from the sky? And when the little drops pitter-patter on the window, do you think they're playing with me? I can't work or read because I love listening to them. I often think their sound is beautiful music. But the rain keeps kids stuck inside, and sometimes I don't like that. The little raindrops only say, "Pit, pitter, pat; while we play outside, why can't you play too?"

sled throw win'ter hurt ice cov'er Hen'ry next

sled throw winter hurt ice cover Henry next

skate ground mer'ry snow sister laugh'ing (laf'ing) pair

skate ground merry snow sister laughing pair

[Illustration: Children skating and playing in the snow.]

[Illustration: Kids skating and having fun in the snow.]

I like winter, when snow and ice cover the ground. What fun it is to throw snowballs, and to skate on the ice!

I love winter when snow and ice blanket the ground. It's so much fun to throw snowballs and skate on the ice!

See the boys and girls! How merry they are! Henry has his sled, and draws his little sister. There they go!

See the boys and girls! How cheerful they are! Henry has his sled and is pulling his little sister. There they go!

I think Henry is kind, for his sister is too small to skate.

I think Henry is nice because his sister is too young to skate.

Look! Did you see that boy fall down? But I see he is not hurt, for he is laughing.

Look! Did you see that kid fall down? But I can see he's not hurt, because he's laughing.

Some other boys have just come to join in the sport. See them put on their skates.

Some other guys have just arrived to join in the fun. Look at them putting on their skates.

Henry says, that he hopes his father will get a pair of skates for his sister next winter.

Henry says that he hopes his dad will get a pair of skates for his sister next winter.

paw po lite' means isn't speak sir shake Fi'do

tricks teach din'ner El'len bow'wow

tricks teach dinner Ellen dog

[Illustration: Girl and boy playing with dog. Dog on hind legs, seated on chair, with hat on head.]

[Illustration: A girl and a boy playing with a dog. The dog is on its hind legs, sitting on a chair, wearing a hat on its head.]

Ellen, do look at Fido! He sits up in a chair, with my hat on. He looks like a little boy; but it is only Fido.

Ellen, take a look at Fido! He’s sitting in a chair wearing my hat. He looks just like a little boy; but it's just Fido.

Now see him shake hands. Give me your paw, Fido. How do you do, sir? Will you take dinner with us. Fido? Speak! Fido says, "Bowwow," which means, "Thank you, I will."

Now watch him shake hands. Give me your paw, Fido. How are you doing, sir? Will you join us for dinner, Fido? Speak! Fido says, "Bowwow," which means, "Thank you, I will."

Isn't Fido a good dog, Ellen? He is always so polite.

Isn't Fido a good dog, Ellen? He's always so polite.

When school is out, I will try to teach him some other tricks.

When school is over, I’ll try to teach him some other tricks.

puss shed pain way stole saw hid eat

Hat'tie suf'fer sor'ry some'thing caught tried Ne'ro

[Illustration: Cat sitting on box.]

[Illustration: Cat on box.]

"O Hattie! I just saw a large rat in the shed; and old Nero tried to catch it."

"O Hattie! I just saw a big rat in the shed, and old Nero tried to catch it."

"Did he catch it, Frank?"

"Did Frank catch it?"

"No; Nero did not; but the old cat did."

"No; Nero didn’t; but the old cat did."

"My cat?"

"No, it was the other one."

"Do tell me how she got it, Frank. Did she run after it?"

"Please tell me how she got it, Frank. Did she chase after it?"

"No, that was not the way. Puss was hid on a big box. The rat stole out, and she jumped at it and caught it."

"No, that wasn't the way. Puss was hiding on a big box. The rat crept out, and she jumped at it and caught it."

"Poor rat! It must have been very hungry; it came out to get something to eat."

"Poor rat! It must have been really hungry; it came out to find something to eat."

"Why, Hattie, you are not sorry puss got the rat, are you?"

"Why, Hattie, you're not upset that the cat got the rat, are you?"

"No, I can not say I am sorry she got it; but I do not like to see even a rat suffer pain."

"No, I can't say I'm sorry she got it; but I don't like to see even a rat suffer."

roll build grand'pa hard foam ships

hous'es long sail break wood'en blow

[Illustration: Two girls play in sand. Man with cane and top hat is seated on beach.]

[Illustration: Two girls are playing in the sand. A man with a cane and a top hat is sitting on the beach.]

Mary and Lucy have come down to the beach with their grandpa. They live in a town near the sea.

Mary and Lucy went down to the beach with their grandpa. They live in a town close to the sea.

Their grandpa likes to sit on the large rock, and watch the big ships as they sail far away on the blue sea. Sometimes he sits there all day long.

Their grandpa enjoys sitting on the large rock, watching the big ships as they sail far away on the blue sea. Sometimes he spends the whole day there.

The little girls like to dig in the sand, and pick up pretty shells. They watch the waves as they roll up on the beach, and break into white foam.

The little girls enjoy digging in the sand and collecting pretty shells. They watch the waves roll onto the beach and crash into white foam.

They sometimes make little houses of sand, and build walls around them; and they dig wells with their small wooden spades.

They sometimes make small sandcastles and build walls around them; and they dig wells with their little wooden shovels.

They have been picking up shells for their little sister. She is too young to come to the beach.

They have been collecting shells for their little sister. She’s too young to go to the beach.

I think all children like to play by the seaside when the sun is bright, and the wind does not blow too hard.

I think all kids enjoy playing at the beach when the sun is shining, and the wind isn’t blowing too strongly.

asked want'ed four Wil'lie's night rab'bits

lad car'ried cents tell'ing fif'ty mas'ter

[Illustration: Two boys playing with rabbits.]

One day, Willie's father saw a boy at the market with four little white rabbits in a basket.

One day, Willie's dad saw a kid at the market with four small white rabbits in a basket.

He thought these would be nice pets for Willie; so he asked the lad how much he wanted for his rabbits.

He thought these would be great pets for Willie, so he asked the boy how much he wanted for his rabbits.

The boy said, "Only fifty cents, sir."

The boy said, "Just fifty cents, sir."

Willie's father bought them, and carried them home.

Willie's dad bought them and brought them home.

Here you see the rabbits and their little master. He has a pen for them, and always shuts them in it at night to keep them safe.

Here you see the rabbits and their little owner. He has a cage for them, and always puts them in it at night to keep them safe.

He gives them bread and grass to eat. They like grass, and will take it from his hand. He has called in a little friend to see them.

He gives them bread and grass to eat. They like grass and will take it from his hand. He has invited a little friend to come and see them.

Willie is telling him about their funny ways.

Willie is sharing their amusing quirks with him.

[Illustration: Script Exercise:

[Illustration: Script Workout:

Some rabbits are as white as snow, some are black, and others have white and black spots. What soft, kind eyes they have. ]

Some rabbits are as white as snow, some are black, and others have white and black spots. What soft, kind eyes they have.

bush cun'ning place show find bro'ken

bush cunning place show find broken

o'ver bring a'gain (a gen') fas'ten (fas' n )

o'ver bring a'gain (again') fas'ten (fasten)

[Illustration: Boy and girl looking over a fence in woods.]

[Illustration: Boy and girl looking over a fence in the woods.]

"Come here, Rose. Look down into this bush."

"Come here, Rose. Look into this bush."

"O Willie! a bird's nest! What cunning, little eggs! May we take it, and show it to mother? "

"O Willie! A bird's nest! Look at those cute little eggs! Can we take it and show it to mom?"

"What would the old bird do, Rose, if she should come back and not find her nest?"

"What would the old bird do, Rose, if she came back and didn't find her nest?"

"Oh, we would bring it right back, Willie!"

"Oh, we'll bring it right back, Willie!"

"Yes; but we could not fasten it in its place again. If the wind should blow it over, the eggs would get broken."

"Yes, but we couldn't secure it back in place. If the wind blows it over, the eggs will break."

strong round dry bill worked

sends claws flit God spring

"How does the bird make the nest so strong, Willie?"

"The mother bird has her bill and her claws to work with, but she would not know how to make the nest if God did not teach her. Do you see what it is made of?"

"The mother bird has her beak and her claws to help her, but she wouldn't know how to build the nest if God didn't teach her. Do you see what it's made of?"

"Yes, Willie, I see some horse-hairs and some dry grass. The old bird must have worked hard to find all the hairs, and make them into such a pretty, round nest."

"Yeah, Willie, I see some horse hairs and some dry grass. The old bird must have put in a lot of effort to gather all the hairs and turn them into such a nice, round nest."

"Shall we take the nest, Rose?"

"Should we take the nest, Rose?"

"Oh no, Willie! We must not take it; but we will come and look at it again, some time."

"Oh no, Willie! We can't take it; but we will come back and check it out again sometime."

[Illustration: Script Exercise:

[Illustration: Script Exercise:]

God made the little birds to sing,
And flit from tree to tree;
'Tis He who sends them in the spring
To sing for you and me.
]

God created the little birds to sing,
And flutter from tree to tree;
It's Him who sends them in the spring
To sing for you and me.
]

feathers a go' fly worm crumb feed'ing

feathers a go' fly worm crumb feeding

ug'ly off feed brown guess things

[Illustration: Boy and girl examining bird's nest.]

[Illustration: Boy and girl looking at a bird's nest.]

"Willie, when I was feeding the birds just now, a little brown bird flew away with a crumb in its bill."

"Willie, when I was feeding the birds just now, a little brown bird flew away with a piece of bread in its beak."

"Where did it go, Rose?"

"I don't know; away off, somewhere."

"I don't know; somewhere far away."

"I can guess where, Rose. Don't you know the nest we saw some days ago?
What do you think is in it now?"

"I can guess where, Rose. Don’t you remember the nest we saw a few days ago?
What do you think is in it now?"

"O Willie, I know! Some little brown birds. Let us go and see them."

"O Willie, I know! Some little brown birds. Let's go check them out."

"All right; but we must not go too near. There! I just saw the old bird fly out of the bush. Stand here, Rose. Can you see?"

"Okay, but we shouldn't get too close. Look! I just saw the old bird fly out of the bush. Stay here, Rose. Can you see?"

"Why, Willie, what ugly little things! What big mouths they have, and no feathers!"

"Wow, Willie, those are some really ugly little things! Look at how big their mouths are, and they don’t even have any feathers!"

"Keep still, Rose. Here comes the old bird with a worm in her bill. How hard she must work to feed them all!"

"Stay still, Rose. Here comes the old bird with a worm in her beak. She must work so hard to feed them all!"

fallin'g counts woes nigh be gun' griefs

falling counts woes near begun griefs

stars tear morn'ing Lord each joys

[Illustration: Script Exercise:

[Illustration: Script Exercise:]

When the stars at set of sun
Watch you from on high
When the morning has begun
Think the Lord is nigh.

When the stars come out at sunset
Watch over you from above
When the morning starts to break
Know that the Lord is close.

All you do and all you say,
He can see and hear:
When you work and when you play,
Think the Lord is near.

All you do and all you say,
He can see and hear:
When you work and when you play,
Know that the Lord is near.

All your joys and griefs He knows
Counts each falling tear.
When to Him you tell your woes,
Know the Lord is near.
]

All your joys and sorrows He knows
Counts each falling tear.
When you share your troubles with Him,
Know the Lord is near.
]

whis'tle (whis'l) poc'ket wil'low note filled dead sick

whistle (whis'l) pocket willow note filled dead sick

walk ev'ery blew lane lame tak'ing cane took

walk ev'ry blew lane lame tak'ing cane took

[Illustration: Girl holding doll and boy with cane standing in woods.]

[Illustration: Girl holding a doll and a boy with a cane standing in the woods.]

One day, when Mary was taking a walk down the lane, trying to sing her doll to sleep, she met Frank, with his basket and cane.

One day, as Mary was strolling down the path, attempting to sing her doll to sleep, she ran into Frank, who had his basket and cane with him.

Frank was a poor, little, lame boy. His father and mother were dead. His dear, old grandma took care of him, and tried to make him happy.

Frank was a poor, little, disabled boy. His parents had died. His beloved grandma took care of him and tried to keep him happy.

Every day, Mary's mother filled Frank's basket with bread and meat, and a little tea for his grandma.

Every day, Mary's mom filled Frank's basket with bread and meat, along with a bit of tea for his grandma.

"How do you do, Frank?" said Mary. "Don't make a noise; my doll is going to sleep. It is just a little sick to-day."

"How's it going, Frank?" said Mary. "Keep it down; my doll is going to sleep. She's just a bit under the weather today."

"Well, then, let us whistle it to sleep." And Frank, taking a willow whistle out of his pocket, blew a long note.

"Alright, then, let's whistle it to sleep." And Frank, pulling a willow whistle from his pocket, blew a long note.

"Oh, how sweet!" cried Mary. "Do let me try."

"Oh, how sweet!" Mary exclaimed. "Please let me try."

turned face cried low al'most soon more cry

once(wuns) be cause'

once (wuns) because

[Illustration: Boy and Girl sitting on log.]

"Yes, Mary, I will give it to you, because you are so good to my grandma."

"Of course, Mary, I’ll give it to you because you’re so kind to my grandma."

"Oh! thank you very much." Mary blew and blew a long time. "I can't make it whistle," said she, almost ready to cry.

"Oh! Thank you so much." Mary blew and blew for a long time. "I can't get it to whistle," she said, almost ready to cry.

"Sometimes they will whistle, and sometimes they won't," said Frank. "Try again, Mary."

"Sometimes they whistle, and sometimes they don't," Frank said. "Try again, Mary."

She tried once more, and the whistle made a low, sweet sound. "It whistles!" she cried.

She tried again, and the whistle produced a soft, sweet sound. "It whistles!" she exclaimed.

In her joy, she had turned the doll's face down, and its eyes shut tight, as if it had gone to sleep.

In her happiness, she had turned the doll's face down, and its eyes were closed tight, as if it had fallen asleep.

"There!" cried Frank, "I told you the way to put a doll to sleep, is to whistle to it."

"There!" shouted Frank, "I told you the way to put a doll to sleep is to whistle to it."

"So it is," said Mary. "Dear, little thing; it must be put in its bed now."

"So it is," said Mary. "Poor little thing; it needs to be put in its bed now."

So they went into the house. Frank's basket was soon filled, and he went home happy.

So they went into the house. Frank's basket filled up quickly, and he went home feeling happy.

stood him self' flap'ping first twelve

flapped walked flap o bey' bet'ter

flap walked obeyed better

Chip'py food stone be fore' chick'ens kept

[Illustration: Hen and chicks.]

There was once a big, white hen that had twelve little chickens. They were very small, and the old hen took good care of them. She found food for them in the daytime, and at night kept them under her wings.

There was once a big, white hen that had twelve little chicks. They were very small, and the old hen took good care of them. She found food for them during the day, and at night, she kept them safe under her wings.

One day, this old hen took her chickens down to a small brook. She thought the air from the water would do them good.

One day, this old hen took her chicks to a small stream. She thought the fresh air from the water would be good for them.

When they got to the brook, they walked on the bank a little while. It was very pretty on the other side of the brook, and the old hen thought she would take her children over there.

When they reached the stream, they walked along the bank for a bit. It looked really nice on the other side of the stream, and the old hen thought she would take her chicks over there.

There was a large stone in the brook: she thought it would be easy for them to jump to that stone, and from it to the other side.

There was a big rock in the stream: she thought it would be easy for them to leap to that rock, and from there to the other side.

So she jumped to the stone, and told the children to come after her. For the first time, she found that they would not obey her.

So she jumped to the stone and told the kids to follow her. For the first time, she realized they wouldn’t listen to her.

She flapped her wings, and cried, "Come here, all of you! Jump upon this stone, as I did. We can then jump to the other side. Come now!"

She flapped her wings and shouted, "Come here, everyone! Jump on this stone, just like I did. Then we can jump to the other side. Let's go!"

"O mother! we can't, we can't, we can't!" said all the little chickens.

"O mom! we can't, we can't, we can't!" said all the little chicks.

"Yes you can, if you try," said the old hen. "Just flap your wings, as I did, and you can jump over."

"Yes, you can, if you try," said the old hen. "Just flap your wings like I did, and you can jump over."

"I am flapping my wings," said Chippy, who stood by himself; "but I can't jump any better than I could before."

"I’m flapping my wings," said Chippy, standing alone, "but I still can’t jump any better than I could before."

chirped nev'er in deed' slow'ly re'ally brood

chirped never indeed slowly really brood

be gan' did n't use door bite piece

[Illustration: Hen with chicks.]

[Illustration: Chicken with chicks.]

"I never saw such children," said the old hen. "You don't try at all."

"I've never seen kids like you," said the old hen. "You don't even make an effort."

"We can't jump so far, mother. Indeed we can't, we can't!" chirped the little chickens.

"We can't jump that far, mom. Really, we can't, we can't!" chirped the little chickens.

"Well," said the old hen, "I must give it up." So she jumped back to the bank, and walked slowly home with her brood.

"Well," said the old hen, "I have to let it go." So she jumped back to the bank and walked slowly home with her chicks.

"I think mother asked too much of us," said one little chicken to the others.

"I think Mom asked too much of us," said one little chick to the others.

"Well, I tried," said Chippy.

"Well, I gave it a shot," said Chippy.

"We didn't," said the others; "it was of no use to try."

"We didn't," said the others; "there was no point in trying."

When they got home, the old hen began to look about for something to eat.
She soon found, near the back door, a piece of bread.

When they got home, the old hen started to search for something to eat.
She quickly found, near the back door, a piece of bread.

So she called the chickens, and they all ran up to her, each one trying to get a bite at the piece of bread.

So she called the chickens, and they all rushed over to her, each one trying to get a nibble of the piece of bread.

"No, no!" said the old hen. "This bread is for Chippy. He is the only one of my children that really tried to jump to the stone."

"No, no!" said the old hen. "This bread is for Chippy. He’s the only one of my chicks who actually tried to jump to the stone."

last slates write waste neat taken

clean learn read'er par'ents sec'ond

clean learn reader parents second

[Illustration: Teacher with four students in classroom.]

We have come to the last lesson in this book. We have finished the First
Reader.

We have reached the final lesson in this book. We have completed the First
Reader.

You can now read all the lessons in it, and can write them on your slates.

You can now read all the lessons in it and write them on your boards.

Have you taken good care of your book? Children should always keep their books neat and clean.

Have you taken good care of your book? Kids should always keep their books tidy and clean.

Are you not glad to be ready for a new book?

Are you excited to start a new book?

Your parents are very kind to send you to school. If you are good, and if you try to learn, your teacher will love you, and you will please your parents.

Your parents are really nice for sending you to school. If you behave well and try your best to learn, your teacher will appreciate you, and you'll make your parents happy.

Be kind to all, and do not waste your time in school. When you go home, you may ask your parents to get you a Second Reader.

Be kind to everyone, and don't waste your time in school. When you get home, you can ask your parents to buy you a Second Reader.

Long Vocals

Sound as in Sound as in a ate e err a care i ice a arm o ode a last u use a all u burn e eve oo fool

Short Vocals

a am o odd e end u up i in oo look

Diphthongs

oi oil ou out oy boy ow now

Aspirates

f fifi t tat h him sh she k kite ch chat p pipe th thick s same wh why

Subvocals

Subvocalization

Sound as in Sound as in b bib v valve d did th this g gig z zin j jug z azure n nine r rare m maim w we ng hang y yet l lull

Substitutes

Alternatives

Sub for as in Sub for as in a o what y i myth e a there c k can e a feint c a cite i e police ch sh chaise i e sir ch k chaos o u son g j gem o oo to n ng ink o oo wolf s z as o a fork s sh sure o u work x gz exact u oo full gh f laugh u oo rude ph f phlox y i fly qu k pique qu kw quit

ECLECTIC EDUCATIONAL SERIES.

ECLECTIC READER

SUGGESTIONS TO TEACHERS.

EP486

THE ALPHABET.

A B C D E F G H I J K L M N O P Q R S Y U V W X Y Z

SCRIPT FIGURES

LESSON I.

LESSON II.

LESSON III.

LESSON IV.

LESSON V.

LESSON VI.

LESSON VII.

LESSON VIII.

LESSON IX. REVIEW.

SLATE WORK.

LESSON X.

LESSON XI.

LESSON XII.

LESSON XIII.

LESSON XIV.

LESSON XV.

LESSON XVI. REVIEW.

LESSON XVII.

SLATE WORK

LESSON XVIII.

SLATE WORK.

LESSON XIX.

LESSON XX.

LESSON XXI.

LESSON XXII.

LESSON XXIII.

LESSON XXIV.

LESSON XXV.

LESSON XXVI.

LESSON XXVII. REVIEW

LESSON XXVIII.

LESSON XXIX.

SLATE WORK.

LESSON XXX.

SLATE WORK.

LESSON XXXI.

LESSON XXXII.

LESSON XXXIII. REVIEW.

LESSON XXXIV.

LESSON XXXV.

THE WHITE KITTEN.

LESSON XXXVI.

LESSON XXXVII.

LESSON XXXVIII.

LESSON XXXIX.

LESSON XL.

LESSON XLI.

LESSON XLII.

LESSON XLIII.

LESSON XLIV.

book teach'er noon rude read'ing poor

LESSON XLV.

LESSON XLVI. REVIEW.

LESSON XLVII.

LESSON XLVIII.

LESSON XLIX.

SLATE WORK

LESSON L.

LESSON LI.

LESSON LII.

LESSON LIII.

LESSON LIV.

SLATE WORK.

LESSON LV.

LESSON LVI.

SLATE WORK.

LESSON LVII.

LESSON LVIII.

LESSON LIX.

LESSON LX.

LESSON LXI.

LESSON LXII.

LESSON LXIII.