Front Cover
 Front Matter
 Title Page
 Suggestions to teachers
 Back Cover

Title: Pollard's synthetic first reader
Full Citation
Permanent Link: http://ufdc.ufl.edu/UF00080010/00001
 Material Information
Title: Pollard's synthetic first reader
Physical Description: 159 p. : ill. ; 19 cm.
Language: English
Creator: Pollard, Rebecca S ( Rebecca Smith ), 1831-1917
Western Publishing House ( Publisher )
Publisher: Western Publishing House
Place of Publication: Chicago
Publication Date: c1891
Subject: Children -- Conduct of life -- Juvenile literature   ( lcsh )
Conduct of life -- Juvenile literature   ( lcsh )
Children's stories   ( lcsh )
Children's poetry   ( lcsh )
Children's stories -- 1891   ( lcsh )
Children's poetry -- 1891   ( lcsh )
Primers (Instructional books) -- 1891   ( rbgenr )
Bldn -- 1891
Genre: Children's stories
Children's poetry
Primers (Instructional books)   ( rbgenr )
Spatial Coverage: United States -- Illinois -- Chicago
Statement of Responsibility: by Rebecca S. Pollard.
 Record Information
Bibliographic ID: UF00080010
Volume ID: VID00001
Source Institution: University of Florida
Rights Management: All rights reserved by the source institution and holding location.
Resource Identifier: aleph - 002236135
notis - ALH6604
oclc - 182861746

Table of Contents
    Front Cover
        Front Cover 1
        Front Cover 2
    Front Matter
        Front Matter
    Title Page
        Page 1
        Page 2
    Suggestions to teachers
        Page 3
        Page 4
        Page 5
        Page 6
        Page 7
        Page 8
        Page 9
        Page 10
        Page 11
        Page 12
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    Back Cover
        Back Cover 1
        Back Cover 2
Full Text







Entered according to Act of Congress, in the year 1891, by
In the Office of the Librarian of Congress, at Washington, D. C.

PoLS3F.IrBc. S 3-

Suggestions to Teachers.

The lessons of this Reader are arranged to accompany
the Word Drills of the Synthetic Speller.
If teachers will observe, closely, the instructions given
in Pollard's Manual, they will understand perfectly how to
adapt the Reading lessons to those of the Synthetic Speller.
The outline drawing is continued in the First Reader
for the purpose of furnishing pleasing occupation as new
lessons are introduced. This copying from the book
affords delightful busy-work for the child; it also saves
teachers the time and labor of presenting the outline draw-
ings upon the board.
The child should be taught to conceal with a blotter all
except the line of words it is engaged in marking. The
blotter should be used in the same way when the reading
of sentences begins. This lessens the difficulty which all
beginners find in "keeping the place."

The child is made familiar with exceptions by the fre-

quent marking and sounding of these words. All exceptions

are not underlined in the Reader. Pupils are expected to

recognize such words after they have been made familiar

with them through the drills in the Speller.

The words at the head of every reading lessen should

be pronounced frequently and rapidly across the page, be-

ginning at the left hand. This is t4 accustom the eye to

the new arrangement of the words before the reading of

sentences begins. The transition, from columns of words in

the Speller to the reading lesson, is too sudden.

Pupils should print, from dictation, on the blackboard

the words they marked and pronounced the day previous,

found at the beginning of each reading lesson. After writing

is introduced these dictation lessons should be continued.

This exercise should constitute the daily spelling lesson, and

examinations in spelling should be made from these words.

The use of the adjective is readily comprehended, if

properly explained. Lessons have been arranged for this

purpose. On the twentieth page of this Reader such

questions as "What kind of a string?" "What kind of

a bag?" will make the office of the adjective apparent.

I ~_

Reading and language lessons should go hand in hand
through all the grades. The analysis of sentences becomes
easy to pupils taught by the Synthetic Method. The habit
of independent thought formed in the first grades, develops
the reasoning faculties, while the mechanical finger-worlk

prepares them for the diagrams. This seems but a continu-
ance of the outlining that made their first reading lessons
a delight.


hat can bag has
cat fan rag a fan
rat pan tag a bag

A cat. A rat.
A fat cat.
A cat has a rat.
Nat has a hat.
Dan has a bat.
Has Dan a C?
Dan has a .
Has Ann a bag?
Ann has a hat.
Has Ann a
Ann has a fan.
A fan. A bag.
NOTE TO TEAOiHB.-Lessons 1 and 2 follow the 24th page of the Speller. Ex,
plain the meaning of name words. Manual, page 38. Explain use of proper names.


the rat
the cap
the bag

Has the.

man a bat?
The man had a bat.
The man has a : .
S Has Sam a bag?
i Sam had a bag.
Sam has a (.
__ 3" ,5,

Sam has had a nap.
Has Mab a cap?
Mab had a cap.
Mab has a. .
Their has a cap.
Mab has had a nap.
NoTE TO TEAOHER.-Call attention to the use of has and had.






caps cats cans lads
raps hats fans bags
taps rats pans rags

Has Ann 2 fans? W-
Ann has 3 fans.
Dan has 2 cats. --
Dan has 2 pans. .
The cats-had 2 rats.
Mab has 2 bags. "j J
Has Dan 2 bats? 4y .
Sam has 2 bats.
Has Ann 3 hats?
Ann- has 2 hats.
Dan has 2 caps.
The man has 3 hats.
NOTR TO TEAHE.--Explain the use of the letter s in forming the plural num-
ber. Manual, page 88.


back hand hang bank
pack land rang sank
tack sand sang tank

Has Jack a y?
Jack has tacks and a .
Ann has a cat and a .
Ann can pack the M.
Ann and Jack sang. 4;.
Has Jack a =
Jack has a bank.
The X sang. N
Jack rang a .gO"r.
Has acat a hand
A cat has a back.
Jack has hands.
NOTE To TEACBER. -This lesson follows page 27 of Speller. Give special drill
on "back door keys," as they determine the ends of syllables in longer words.


bran flap slam that camp
drab plan span that trap
flag snap stag that lamp

Snap has a -
Snap ran at a sta,,. .
The stag ran.
A stag has 2 _X .
Nat has a flag. -- -
The flag flaps.
Mack had a trap.
Ann has a Q.
Hand Mack that flar .
Ann has a drab 4 ash. .1 -
Has the h branl :' ::
The has had bran.: "''
NoX TO ToTAHER.-This lesson follows page 28 of the Speller. Give special
drill on "front door keys." They indicate the beginnings of syllables in longer words,


blank black clad crab
drank glad clam crank
plank grand clap crack

A. crab and a clam. "
Frank has a crab. -
Has a crab a hand?
A crab has a .
Uan a crack that i'&
Hand Frank that .
Crack the 1 ,Frank.
Sam has a black hat. i
Has Sam a flag and a 'i
Jack has a /? and a -.
Nat has a flag at the camp.
Sam has a band at the camp.
NOTE TO TEAOHER.-Special drill on the hard sound of c and g.


shall have shall have

Shall Dan have a hat?
Dan has a black hat.
Dan shall have a cap.
Shall Ann have a cat?
Ann shall have a black cat. p
Tab shall have a rat. l
Shall Nat have a flag? T
Nat shall have a bank.
Has Ann a sack?
Ann has a black sack. ", .
Ann shall have a hat.
Shall Mab have a lamp?
Mab shall have a lamp stand.
Mab has a lamp and a .
NoT TO TEACHEB.-Lesson 7 is designed not only as a drill on shall and have as
exceptions to general rules, but as a special drill on emphasis.


catch hatch latch match patch

Shall Nat latch that- iI
Latch the t, Nat!
Mab has a lamp.
Hand Mab that match.
Can Dan catch that ?
SDan; catch that !
Can Dash catch that crab?
Catch the crab, Dash!
A cat can catch a
Can a cat catch a bat?
Catch that bat, Tab!
Nat can catch the bat.
Hand Nat that hat.
Nat, catch that bat!
!'? To TEO E .-Special drill on the reading of exclamatory sentences.


hen bed let leg
men fed met peg
pen red net egg

Ben has a pet hen. ---
Ned has a red hen. ':
Ned fed the hen. ""
Has the hen an egg?9...
The hen has ten eggs.
Set the hen, Ned.
Ben has a pet cat. _
The cat has 2 .
Can Jet get that rat?
The cat can get the rat.
Tab, let Jet have that rat!
Let Pet have the red C, Ben: 2
NOTE TO TEACHER.-Give special attention to the rising and falling inflection at
the close of sentences. Manual, pages 198 and 199.


deck end bent best
neck lend cent nest
speck send sent rest

Ben has ten cents.
IL M Has Ben a bank?
'I i Ned sent Ben a bank.
-0--: Ben has a red cap.
Fred has a black s and a /A
Lend Ben the Fred. -
Frank has a flag.
Ned has the best flag.
Ben sent Ned that flag.
A man sent Ben a g.-'
Ben has a "-
Has Frank a tent? Yes.
NOTE TO TEAoHER.-Drill in emphasizing the word containing the new idea.
manual pages 54-55, 198-197,


bell Bess belt left
tell less felt self
well dress melt help

Bell and Bess have a .
Bell shall dress Pet.
Has Pet a red dress? '
Yes, and a red belt.'
Hand Bell the dress. -
Shall Nell lend them a sash?
Pet shall have the red fan.
CanPet stand? Stand, Pet. .." .
Let Pet smell that .
Can Pet smell? Ned can.
Bell and Bess can.smell. ,i
Ned let them have the -. /.i
NOT To T AO T cEAH .-This lesson follows pIage' 34 of the Speller. Give careful
drill on double consonants.


head lead breast
read bread thread

Frank has 2 .
Has Sam read them?
Sam has read the black 4W.
Frank lent Jack the red P .
Has Nell read them? Yes.
That has a red breast.
Has the % a red head?
The X has a black head.
A red breast and a black head.
Ann shall get the % fresh bread.
Then the R can peck the bread.
Get the thread and mend that dress.
Bell has red thread and black thread.
NOTE TO TEACHER.-Equivalents-exceptions to general rule, ea=e short. PapUs
print and mark exceptions ten times. This lesson is designed also to show the use of
adjectives; when the adjective is to be emphasized and when not.


says said says said

The a says "H h."
The t said "Wh wh."
The a says "Z z."
The W said "A a."
The 6 says "T t."
The said "F f."

The says "0G ."
The 1 said "R r."
The j says YV v."
The said "M m."
The says "ID d."
The W said "Th th."
The says "Ch ch."
The ba says P p. -'
NOTB TO TxAOHwB.-See page 54 of the Manual for drill o9 these two exceptions


did pin dip bit is
kid tin hip hit his
lid win lip sit this

Ned is in his bed.
Has Ned had a nap?
Is that Jip?_
Is Jip in the bed?
Jip is in the (4.
Ned has had a nap.
Has Ned a (a
Yes, it is in that bag.
It is red and black.
Shall Jip have it, Ned?
Yes, if Jip can get it.
This black cat has it.
NoT TO TEAomBm.-This lesson follows page S8 of the Speller. First introduno
tion of i short. Sound of s in ths is an excel4oia to tile t lj


,:,.7 big bill
S* cdig fill
'" fig hill
thin dim jig mill
with him pig will

Fill the shell with sand, Ben.
Will Ben spill the sand?
Ned has a big stick in his hand.
Ben and Ned shall dig in the sand.
Ben has a big shell.
Will lent them a pan.
Can Ned dig with it?
Ned can dig sand with it.
Nell shall sit in that big red tent.
Shall Will sit with Nell? Yes.
Will is in the tent. Jip is with him.
NOTE TO TEAAOHE.-This lesson follows page 86 of the Speller. Give special
drill on the two sounds of Ih. Call the pupils' attention to the use of two adjectives
descriptive of the subject.


Dick ring pink hint
pick sing drink print
stick swing think milk

Dick has a swing in the shed.
Bess and Bell sit in it.
Dick shall swing them.
Jip can ring the bell.
Swing! ding-a-ling!
Dick has a pet kid.
It will drink milk.
Jack has a tin ship. ,
Will the tin ship sink?
Fred thinks it will.
Fill it with sand. .
If Jack fills it with sand it will sink.
NOTE TO TEAOHER.-Watch the marking as it impresses the word forms on
the minds of the pupils and leads to good spelling.


live live live live

Can a live with an ?
A can live with a $-.
An A can live with a (.
Catn a live with a g?
A -can live with a j.
A can live in a 51.
Can a V live with a ?
A T can live with a J.
A e can live with a M.
Can a live with a ?
A can live with a A can live with a .
Can a, live with a ?
A can live with a i.
A '. can live with a .
NoT To TEtk.HE.-Object lesson on the habits of animals. Exception in j


give give give give

Give Will this pen.
Will has a pen.
Did Ben give him his ink?
Give that man the l, Will.
Ned, give Ben that kid.
Give him a drink, Ben.
Ann will give Ben the milk..
Ann did give him the milk.
Then Ben shall give his kid a drink.
Give Frank a pin.
Bess did give him a pin.
Frank can fish with it.
Nat will give Bell a hen.
The hen has six eggs.
NOTE TO TEACHEB.-Exception in i short. Increase of- value given words "i'
special emphasis, as the word did in this lesson.


been been bee n e been
Nell's Pet's Fred's Sam's
cat's hen's kid's man's

The 4V has been read.
The lamp has been lit.
Pet's kid has been fed.
Nell's hat has been sent.
Tab's milk has been spilt.
Fred's hen has been fed.
Has Nat's pig been fed?
Has Ned's ink been spilt?
Sam's trap has been set.
Sam has hid.
That is his hat. "
Sam will catch that .
NOTE TO TEAoHKR.-Adoption of the word been into the "in family. Manual
page 56. Explain use of possessive case.


Rob' hop God hot dog
cob pop rod lot hog
job top sod not log

Rob has a top.
It is a red top.
Don is Rob's dog.
His bed is in a big box.
The fox hid in the box.
Mr. Fox had a nap in it.
Bess had a pet hen.
The fox ran: off with it.
Don, Don, get the fox.
Can Don catch the fox?
Don did not get him.
Mr. Fox let the hen drop.
NOTE TO TEAOHEB.-ThiBlesson follows -page 40 of the SpeleUr. Givo special
drillonthesound of o short. Itis themost abused of the ehorn sound. Dog. not
dawg; God, neither Gawd nor Gahd.


lock loss pond doll
rock moss long moth
clock cross song romp

Tick, tock! tick, tock!
The clock is on the shelf.
When will the clock stop?
The clock will not stop.
"Tick, stock! tick, tock!" says the clock.
"Tick, tock" is the song of the clock.
Dot sits on a rock. .:
The rock has moss on it.
Dot has a bag and Miss Pink. '.1
Miss Pink is Dot's best doll.
Bess has a rag doll.
The doll is in the box.--
NorE To To AOHEB.-- ee that the child says doll, not dawl.


drop frog floss prong
spot from gloss strong

Mr. Frog lives in a pond.
When it is hot the frog sits on a rock.
Rob and Nell sat on that rock.
Dot sat on Nell's lap.
"Get off this rock!" said Mr. Frog.
Then Nell let the doll drop.
Splash, went the doll.
Hop,' went the frog.
"That big frog will get Dot," said Nell.
"Let the doll swim," said Rob.
"0, Rob, Dot can not swim!"
The doll is in the pond yet.
Nell thinks the frog has it.
NOTE TO TACHElB.-Insist upon the correct sound of o short in the words df this
mnd the following lesson.


gone loft cost broth
gone soft lost cloth

Is that Pet on the steps? Yes.
Has Fred gone off and left him?
Fred left Pet with Ned.
Ned is in the shop.
Dash has gone in with him.
Dash will bring Pet a top.
Has Pet lost his cent ?
Ned has it in the shop.
Will Ned get him a top?
Will a top cost ten cents?
Yes, a big tin top will.
Let Ned spin the top, Pet.
NoTa TO TBRACBBu -Give special drill on the exception go",.


wa whyt watch wasp

SWas that a rap on the .
Yes, it was Dot.
What did Dot have?
'Was it a doll?
It had on a doll's dress..
It had a cap on its head.
S Bring the doll in.
,.. The doll has gone.
Ai rat was on the step.
The doll sprang at it.
The rat ran.
*&-_ ^ The doll's cap felloff.
SWhat was Dot's doll?
A big black cat.
NOTE TO TEAOE.--.A preceded by w or wh equals o short. Manual p rg' S0
This lesson is specially adapted to drill on emphasis.

rsan s an 8yan swan

K- -. i -- -

FjSb4 is Jns yswan. -- -,-.
(A ta ha I n 4 71
Fi Tf i a po L--A^-a
,,6eswa]lift '1 i11 wgwhn it swiml.
JiKn hk bleiyd in his ha(d.
Weswjanjp P adt~tebr1 d
-0a9n TOb -et O4the an' \bWe
Can a swan swim wit ara n i sbk?
Ta -ean not get v nt w~,sy bWek.
H aa ne in fiI t big box'
Ye-, F -i ,. a nst.ih an in it.
Wi a T igg Yes.
Joiknu i fSdf hI is n.
NOTE TO T oEAHEB.--This lesson follows page 48 of the Speller. Call attention
to thechange in the sound of a caused by the preceding w.


fun bug but up
gun hug cut cup
run mug nut sup

Tab is on the rug.
The sun is hot.
Pet is in the sun.
Let us run and get Pet.
Let Pet have the mug.
A big bug is in the mug.
Pet has a cup.
Has Dan a gun?
Yes, Dan has a pop gun.`., ,
Dan has fun with it.
A A ran up on a shelf.

A box of nuts was on the shelf.
NOTZ TO TEAOHEB.-This lesson follows page 44 of the Speller. irt ml i .i..
tion of u short. Manual, page 58.


mud gum hung sunk
tub su sung trunk

Dick has six hot buns.
Give Ned a bun, Dick.
Shall John have a bun?
John has a tin ship..
It is in that big tub.
The tub is on the rug.
Fill the ship with nuts.
Will the nuts sink it?
John! John! the ship has sunk!
A man lent Ned a drum and sticks.
The drum has a red strap on it.
Ne! struck the drum.
Thleiman hung up Ned's drum.
NOTm TO TzAoHaE.-Bhow that rules governing other short vowels apply also
to short.,


duck cuff hush dust
tuck muff much just
cluck puff such must

SCluck! cluck! cluck!
The hen has ten ducks.
The hen is in the shed.
The ducks live with Speck.
Speck and the ducks dig in the dust.
Can ducks swim in a tub?
Yes, and ducks can swim in a pond.
Speck clucks when the ducks swim.
Can Speck swim? ? /> -
A hen can not swim.
Cluck! cluck! cluck! cluck!
Speck thinks the ducks will sink.
NOTE TO TEACHER.--This lesson follows pages 45 and 46 in the Speller. 'all
attention to the difference in the sounds of sk and ch, when used as "back door kes.'
'' "


snuff swung blunt brush
clump stung grunt crush-
stump drunk trust plush

Sam is at the pump.
What is in Tom's box?
It has plums in it.
Tom must not crush them
Give Nell a plum, Tom.
Shall Sam have a plum?
Nell and Sam shall have six plums.
Nell and Tom sit on the stump.
A big black wasp is on Tom's cap.
Let Nell brush it off, Tom.
It must have a nest in this stump.
Has the wasp stung Tom?
bTE TAO T~RB B-For exceptions to the rule for u short refer to the Maznual
page 63.


d6v -es om
* 18vi s6mb

n8nc young
t0c0l young

Le 'nh lv the dovts s6om d.
Anh h6. no.nt.
Ti rik n mit gtg somq.
Puifcom s ad s on Bef h h an
Pu* 1 B B .
noIT TO TdaHom.--This lesson follows page 47 of the Bpeller. For the
equivalent of o short, see Manual, page A59

dofi d(ls don d6\s
dduW doh dodnk d6

W)at h s Ta% diOfl wi l-e milk
Wpat h~s N din8 witl1 f i
at h n don wi e d
What h ? B(n donk wtl hi's trap'
What h'e B d6n'k wifct -etJ,
Wghat h bb'en ddn withedi.,
W hjt hS b6n d6in wi rI/ hrp
What ha ,bIn d6nw wirif'!ir ge6dvt

,W aJt d6o Bfh1 think ibf hs d '?

)ihat d6h Bb of t ,dol\?
Dst~ dig 1lovi Bs?

Nok a TOEAHu.-Words done and does are in such constant use that special
drill shou dbe given them. See that pupils sound the letter h in the word what,


na -en e -onC -Once

n d) I d "'
-Qa-t dOv ;-on pt dov".
Wilh asni
Is itia bnlae 1
t n1 a r u b,, pla -wne.
J1 1 6 hv
Neivd an It iof m l s. hi .

No -This is another lesson designed or drill in emphasis

a a om spun rega te e
JA- ] ,m.tO Yv a ipmj

NOTB TO TEAOEHB.-This is another lesson designed for drill in emphasis. See
Manual, page 60, for special instructions regarding the two words, one and once.' .


book look good wool
cook took hood foot
hook brook wood soot

Shall Fred chop this wood?
Yes; his ax is a good one.
Will his ax cut his foot?
Sam cut his foot with that ax.
Has Bell a red hood? Yes.
John, hang Bell's hood on that hook.
What is in that big bag?
It looks as if it had booksin it.
Let us look at the books, Bell.
Look, look! what a long string of fish!
Did Frank catch them at the brook?
The brook is at the foot of the hill.
NoM TO T T mHER.-This lesson has been specially arranged for drill on the rls.
ing and falling inflections.


--o' d wotkd Aoit)

Doi6 is Ne4's, dog.
Ck Dn e6iiqha wl.f, N&Ad?
J $n s Don -co-d n$ -tchI'fa wof.
-eC\d Trip whip Do'n6
Tp i-,lld nt whip him.
Woiid Do snapt him
/ I 4 a i
Y's if Trip ouotld vex him.
Nea h asa big "tap.
Cjbild 1N^d catch. ra in it?
The catj was shut 'np in that trap one,.
(What f&ln e rat' had then!
On' rt d Tab g mink.
A big rt oo6d 6on top of he trap.
Tk at-td not catch him.
NOTb TO TEAOHEB.-Pupils should copy and mark ten times the word could
would and should. Manual, page 62. a


Puyl, the ltnifl Itps jijs 1p at it.
Nel\ hb- h. a Viri Thkt h ~k..
What h Nas N
NOf1 11i7 patf a tqti f r( W I ii it.
at it.
Pus. .stbp ,ild lobkQ 'at Lhe wool
W aM? pusr run a jump at it.
Pull- th iu.J PuYs is fU~ of fun.
NOTB To TEAO~HB.-In drilling the pupils on these exceptions follow carefully
the 'ont ruteL.,ns g ;ver Ln the Manual, page 63.
> .. .,;;:


any -ny many many

(,X Hie B t ing.
Il f ---u r IY 0m1A0-

-H Thkt hlf r inM '-e s
.LH many 1be .,.
NOTE TO TEACHER.-Give special drill on these words-a equaling. shorr
y equaling i short.


ho y

. rr



NIOTi T TEACHER.-For word-building exercises on this diphthong see Mannal,
page.i 64 and U15.


out loud bound round
pout proud found sound
shout cloud pound ground

Bring out that round can.
It is full of nuts.
Put it on the ground.
Bell found the nuts in the woods,
John took a big handful of nuts.
His hand would not come out of the can.
"Pull, John, pull!" said Bell.
But John could not pull his hand out.
"Let some of the nuts drop," said Bell.
Did John get his hand out then?, Yes.
Shall John count the nuts in the can?
John can not count but Bell can.
NoTE To TEAoBEa.-Watch the diacritical marking of these sound. when they
re diphthongs. Manual, pages 68 and 64.

2" ..:



hous mqw

kiirun on| n ene fot?

TPe < r is. Hy dbe~ i t run ?

lFffe mQue minfe&k)now?

8min d qy, Mr'. MWeu 6bm q daqn!
NOIT To TRACHRR.-In house and mouse (nouns), s is unmarked, Manual, page
131 Drill on ce and se,


tt~s~! i-i


bT tq^ E1y bpys
]^Re ^^ rs

Moy msft hay v <1n .
MJr. F H y 4 dok n9t sel .
Mj. tr(P hait(y 9j in hi .
-"om, FlV, Mr. wB 11 il\ s s ?.
Not NTo TzA~EH.-Show by the movement of the Lips that both vowels ar
sounded in the proper diphthongs.


boil hoist j 4 vp e
sc m. p chojc

Let us run anm j in in f

Bri J.n.
Jrhqt a N ed!

Boy bpywNt K n' !

NOTE TO TEAOIER.-This lesson follows page 51 in the Speller. SeelRanual, pag
88, on proper diphthongs. Another drill on reading exclamatory sentences.


bake Jane came gate
cake cane name late
makk Ia h s-iam plate

WillJa\n m k s _akbt

PuW !-l niS t+;i .
J et s gb de 1 1 .11.
Then let us mani-i n'
Bring six' d touK, t. ,i
Put t e4m On tOis e. *
L'et Kat' erk 'our .s
A tn will mix the i .ak.
Now let us 1ak it.
James is at ,lt egat(. ^'*
Let us tfak him som of our ea~k.
Yes, race, wvhen t is don.
NOTE TO TEACBER.-This lesson follows page 52 in Sp-ller. S..e MIua i-p--
69. The voices of the pupils can be greatly improved by following suggetti.6i ,u
vocal drill. Manual, page 194.



Is t 1ate lIke\ Yes.
Let us st doy cnd wq4j .he wavw\
rAei- sksithe wavwsasin.
3Tle, sof wyv sa- "Lip-lap, lip-1{p."
ie big jwavW sa'-W is -w swa ."
The lod wav sas "Flip-flip-ts p.
Lo6k at irpinsiells oe 'l \e sand.
PiGk thin up and savk Niem, r'raS.
Let us dig\a eav fin the sandcJ'aits.
TAk the admnd heip us makf it.
Let us wash or d hands min I wyav
I s t is t Let us wad, boys.
NorE TO rA Ai E R.-Show pupils that have is an exception to the rule governing
i'-i vo.wels. This ies.on has been prepared with special reference to voice drill,
Manral page 195.


w'v a 4V


she tre wep pshbP we6d
he he keep ,reop k nefd
we sev de6p slp seed

DO^ Pft .1p inI a : i)?
'H e e i '- d.a '.
he as--pl
s, ke n4

S&e, s bea be s On hi bd.
We mrt no lt let tsAin lm.
Sila wfie CfiUtche. -
it wfsltti( us.
We li- d nut catch it in our h.,d,.
L ut us catch it in thi ha t.
The6n we can put it 9ut.
NOTE TO TEACHER.--I asleep, about, arn. *i, I, r .. ..r L. I.1 i 1[
Italian), but allow pupils to sound It as a (shorti,-.,, I, -.. Ii....- a r ,u i -iL. ...:redi
syllable, is practically an equivalent of a.


hn 9hek fe l cheese'
n seek sle~t free
sm Pweek stel sne z^

Has any one seen Frank's glove?
Give me this one, Frank.
Come here, Frisk,and smell this glove.
^Now seek, good dog, seek!
Watch him, Frank. He will seek it.
He need not smell the things in here.
Here he comes! Has he found it?
Yes, he has the glove in his mouth.
Let us run and meet him.
See, see! It has been in the mud.
Let us give him three cheers, Frank."
The glove was lost out on the street.,
NoTE ToTEAmHER.-The voice should be placed well forward in the reading of
hies lesson. See Manual, page 194.


if.n, pip fL bit4
rin i rp mir kite
Smin wipe wire white

I Ned has made a fine kite.
It is five feet long.
It is red, white and blue like a flag.
See the kite rise!\ : 4y
Let out the twine, Ned.
Run, Ned! it will catch on that spire!
Pull in the twine, quick!
Now it comes down.
What a nice big kite it is!
I wish I could ride on a kite.
Could I touch the clouds then?
How I should like that! ~
NoTE TO TEAcmRI.-Guard against over-emphasis. Try to eradicate harsh or
metallic quality from the voice.


rid& dimk divV I
siTd limn hiyi by
wid4 tim five my

Frank has a dime.
What will he get with his dime?
He will get a line and five hooks.
Then we can fish in the brook.-,i
The brook is a mile from here.,
We will hitch up Mike.
Ned will drive him.
I will ride on his back.
Shall we take Kate this time? Yes.
Kate would like a drive.
That will make just five of us.
She shall have a line and a hook.
NOTEo O TAOaER.-Show pupils that give and live are exceptions to the general
rule for long vowels.


go bone rov4 ro
S so lon drov n&ie
no tonh 0tov\ *l<

Give Jo this bone.
Here is a bone, Jo.
Come in, Rose, and watch him.
He digs a hole and hides the bone.
Off he goes! See him run!
We will not close the gate.
0, Rose, here he comes back home!
He has an old lame dog with him.
See, Rose, he digs up the bone.
He lets the lame dog have it.
What makes Jo growl at him?
Now that he is fed, Jo says "Be off!"
NOTE TO TEACHER.-Call the pupil's attention to the difference in the sound of
the letter s in the word close (verb) and close (adj. or adv.)


jk h-ol h6pj mo-p
pok p -k rop4 torI

See that big hole in the hill!
Let us make a house.
We can put a stove in it.
The smoke will choke us.
We can make a hole in the top.
The smoke will go out of the hole.
Nted has a rope and some poles.
He will make us a swirig.
Rose says she can bring some cake.
The cook will give Nell some bread.
I will get some figs at the store.
We will sit on those big stones.
How nice our house will be!
Nc T TO TAHER.-Have the pupils express in their reading theinterest and
enthusiasm of the children in the story.


Sik -euri Diik fl tun
diiu puri mule gip flut<

Duke has a big pet.
What can it be? r ,,,i,:,
It is a mule. .,, ,
Is it a live mule? Yes. -
Can Duke ride him?
Yes, he can ride him.
Will the mule kick?
No, he is fond of Duke. ,. .:
Duke can drive his mule.
He has a blue sled. V
The mule pulls the, sled.
Duke and Sue ride in it.
Sue is fond of the mule.
NOTE To TEAoHEm.-The utmost care should be exercised :t.o Lare o pile give the
long sound of u in its purity. Tune, not toon; Duke, not Dook.



dew neWM ew- ew
few pew bew ew

What has Duke in his hand?
It is something blue.
What can it be?
)h, it is his new book.
Mr. Hume gave him that book.
He left it out in the dew. ,
Th'e back has come off.
It does not look new now. l l
Bring me the pot of glue.
I will glue the back on.
Will it look new then?
No, Duke, it will not look new.
Books must not be left out in the dew.
NOTn To TEAOHER.-See page 74 of the Manual for word-building drill on thigh
equivalent. These words are often mispronounced.'


food room

The moon will soon be up.
Come, Floy, let us sit on these stools.
Then we can watch the moon rise.
See that cloud! It looks like a cow.
How about that cow Mrs. Goose had?
Did she stop in the moon?
The moon man must have that cow.,
Mrs. Goose told about a spoon, too.
Oh, yes; the one the dish ran off with.
I guess the moon man has that spoon.
I think Mrs. Goose is in the moon, too.
Yes, she flew off on a broom.
She can sweep the moon with it now.
NOTE TO TEACHEB.-This lesson should be read in a slow, thoughtful stf!e. e
coming more animated toward the close.


to do yop yogr rul

How Frank Ran Off.-No. 1,
"Ruth," said Frank, "I shall run off.
I do not like to mind. I hate rules."
"You need not run off," said Ruth.
"I will let you go now if you wish."
She gave him his cap and some bread.
"Good-bye, Frank," she said.
Then she went back into the house.
"Now I can do as I choose," he said.
He ran down the street.
"How black the clouds look!" he said,
"How late it is! What shall I do?
I can not sleep upon the cold ground.
I must see Ruth about that."
Then he went back and rang the bell.
NoTE TO TTr.A.HER.-This lesson, which is largely a soliloquy, should be given in
a soft undertone.


1o los) surk *hom "hos
How Frank Ran Off.-No. 2.
Ruth came to the door.
"Will you let me sleep on the steps?"
"Oh, no, no! I could not do that!
Boys must not sleep on our steps."
"Will you let me sleep with the dog?"
"Snap would not like that, I am sure."
"Will you let me sleep in the coop?"
"No, I will not. Run off at once!
Our boy did not like to mind.
He does not live here now. He ran off."
"Oh, Ruth!" said Frank with a sob,
"I am your boy. I will mind now.
Will you let me come back home?"
Ruth said "Yes."
NoTr TO TEAOCHEB.-The contrast between the low, .plaintive tone of pleading
and the stern tone of denial should be brought out in this lesson.


I was once a nice new knife.
Mr. Knox gave me to Fred.
Fred wrote Mr. Knox a note of thanks.
He said he was glad to have me.
But I knew he would not use me well.
He broke a blade in less than an hour.
He threw me on a knot in a plank.
I flew up and hit him, on the knee.
I could not cut the knots off his cane.
So he took a knob to pound me with.
He let me slip and I cut his wrist.
Fred was cross. He threw me down.
"Now," he said, "your back is off."
Fred did wrong tc use me so.
NoTf TO TNAoHzB.-See Manual, page 78, for drill on silent letters in this and
the following lesson. Speller, pages 63 and 64.

Avs qil qqteq inil
Guess, quick, what I have in this box.
I think it is a young duck.
I can guess. It is a ripe quince.
Let me guess. It is a blue plum.
What fun! Guess again. Be quick!
It is a sweet cake. Give me some.
Ho, ho! this is a queer cake.
Shall I put it into your mouth?
Yes, yes! if you will be quick.
Will you take a bite?
I am not quite sure I wish to.
What is it? Do tell us!
It is a white mouse.
Oh, oh! what will you do with it?
I shall feed it on cheese crumbs.
NOTB TO TEOAcHr a-Have the pupils read this lesson in bright, animated tones.


d7td -egtd tfoj1d bQgL d
A bull frog sent a note to a big fly.
The note was dated June 1st, from
frog Lane.
"Dr. Fly," said the note, "I am not
well. Come and see me at once."
Dr. Fly sent back a note.
He said he would come at six o'clock
Mr. Bull Frog's home was on the
shore of Bull Frog Pool.
It was made of white mushrooms.
It had a front room, a back room
and a bed room.
It was shaded by long green weeds.
A big flat rock was close by.
.NoTmio TEACHEz.7-Give a careful explanation from the blackboard of words
ending in tfd and ded. See Manual, pages 79 and 80.
" ( >-.. .. ,

LESSON LVII. (Continued.)

Mr. Bull Frog could dive off the
rock into the pool when he wished to
take a swim.
He had a big bug to do chores.
The bug's name was Buzz Buzz.

"Buzz Buzz," said Mr. Frog, "Dr.
Fly will be here at six o'clock."
"Do you feel sick, *Mr. Frog?"
"Yes. Sweep out the front room
and dust it well," said Mr. Frog.
"Buzz Buzz is sick, too. Buzz Buzz
can not sweep."
"Bring the old green moss lounge

LESSON LVI.l-(Continued.)

in from the back room at once."
"Buzz Buzz can not lift the lounge."
"Yes, you can. Be quick about it."
"Yes, Mr. Frog, Buzz Buzz will try."
"Don't let me find one speck of dust.
If I do you shall be well pounded."
Now Buzz Buzz hated to do chores.
He wasted so much time that he
could not dust the room.
But he did get Mr. Frog's faded
moss lounge into the front room.
"Ho, .ho!" said Mr. Frog when he
came in again. "So that Buzz Buzz
has not dusted this room!"
Buzz Buzz hid himself in the mud.
"Oh, but when he comes back he
shall be well pounded," said.Mr. Frog.
"It will soon be six o'clock. I must
sit down and be sick."


hg. d poWXId do td to

Tap, tap, tap on the front door.,
"Is that you, Dr. Fly?" said Mr. Frog
in a thin, sick voice. "Come in!"
In came Dr. Fly with his box of
pills in his hand.
"How do you do, Mr. Bull Frog?"
said Dr. Fly in a big round voice.
But Mr. Frog kept his eyes shut
and did not say anything.
"This will not do. No, no, we can
not have you sick, Mr. Frog."
"Oh, Dr. Fly, I feel so sick," said
Mr. Bull Frog. "I am sure I shall
not get well."
"Tut, tut, none of that, Mr. Frog.
We will have you up in no time."

LESSON LV II.-(Continued.)

"Do you think so, Dr. Fly?"
"Why, to be sure. Let me feel
your pulse. One, two, three, six, ten,"
counted Dr. Fly. "Whew! this will
not do. IHave
,u tasted an .y-.
f ibin r, sour',
"I ate a blade i fl;
(,c chick weed,"
s:iid Mr. Frou. ';.

:11 A
-viill olks show

Ill e 8see J-Ol1s

sick! I (lan not."
"Yes, you can," said Dr. Fly. "Wide
now. I can not see into your mouth."

68 LESSON LVIII.-(Continued.)
"What can we do then, Dr. Fly?"
"If you will let me, Mr. Frog, I
think I shall step into your mouth. I
am sure I can see then."
"Oh, don't mind me, Dr. Fly. My
mouth is so big you can find some-
thing to stand on."
So up steps Dr. Fly. He sits on Mr.
Frog's lip and looks at his tongue.
"Bad, bad!" says Dr. Fly.
Clamp, clamp, goes Mr. Frog's
mouth. Poor Dr. Fly! He is gone!
Gone, and his box of pills with him.
"Oh," says Mr. Frog, "what a fine
fly that is! But oh, those pills, ugh!"
Then he bounded off the lounge and
found Buzz Buzz. He pounded him
well and drove him off.
Flies and bugs should shun frogs.


ra)1T l kk T dryoFgi
An owl once stood on a shelf in Mr.
Brown's shop. A well dressed young
man came into the shop. He looked
at the owl a long time.
Mr. Brown watched the young man
to see what he would do. By and by
the young man said:
"Why, Mr. Brown, that owl is
stuffed wrong."
"Do you think so?" said Mr. Brown.
Why, look at his neck! A live owl
does not twist his neck so."
"I do not see that it is twisted," said
Mr. Brown.
"And do look'at his bill!"
"What is wrong with the bill?"

LESSON LIX.-(Continued.)

"It is screwed to one sic
pressed out of shape."
Mr. Brown smiled.
"A blind man could stuff an
well as that one is stuffed."
"Could he?
Mr. Brown.
"Why, yes;
make an old h
as much like
as that does!"

Ie and

owl as

" said

I -could
.at look
an owl

Mr. Brown did not say anything.
"Have his wings been Waxed?"
"Waxed? No!" said Mr. Brown.
"What makes you think so?"
"Why they look as if he. had been

LESSON LIX,-(Continued.)

fished out of a pond. Do take him
(lowni Mr. Brown."
"Oh, no; I do not think he is as bad
as that," said Mr. Brown.
"But if you keep him up oil that
shelf the whole town will make fun
of you."
Just then the owl hopped down
from the shelf.
He looked at the young man with
his big round eyes and winked and.
blinked and hooted. It seemed as if
he said:
"Ho, ho, Mr. Wise man! You see I
am a live owl."
This vexed the young man. He
dropped his cane and rushed ouit of
the shop. Do you not think he was
ashamed of himself?


I~i~ft7 sal el1 st

Frank and John have come to spend
the day with Clay Smith.
Clay has a dog named Tray.
He plays hide-and-seek with the
Clay hides in the hay and says:
"Whoop, Tray!"
The dog runs around the hay-stack.
When he finds Clay he says "Bow-
Then Clay tells the dog to hide.
-Tray slips around the hay-stack and
sticks his nose into the hay and says
'"Look, boys, look!" said Clay. "The
dog thinks we cannot see him. Lot

LESSON LX.--(Continued.)

us hide him with some hay."
Just then the hay moved.
The boys jumped. Tray howled
and ran away.
"Cut-cut-cut! Cluck, cluck, cluck!"
"It is the old black hen. She has
a nest in the hay. Poor Tray, how
she pecked him!"
"Shoo, shoo!" shouts Frank.
"Cross old thing!" says John.
"Do not blame the hen, boys," said
Clay. "I see some eggs in the nest."
As Clay bent down to look old
Black flew at him.
"Cuutct-cut!" said she.
"Come away, boys," said Clay. "We
must not touch old Black's eggs.
Go back to your nest," he said.
"When you come to the house I will

LESSON LX.-(Continued.)

give you some nice food."
"Tray will not play with us now,"
said the boys. "See, he has crept
into the shed to hide. How old Black
did peck him!"
ma gan pa~d chal n
"Is it time to go to the train, Kate?"
"No, Rob, the train will be in at
five o'clock."
"See how it rains!" said John.
"Those drops look like hail."
"You can not go to the train to-
day," said Kate.
"Then who will meet James?"
"I shall send the man to meet him."
"What shall we do while we wait?"

LESSON LXI.--(Continued.)

"Let us keep store."
"I will have a toy shop," said Rob.
"I will keep drums, dolls, ships and
"I will make your sails and kite
tails," said Grace. ,.
"I will keep a paint shop."
"You shall paint my toys, John,"
said Rob.
"Ned shall be the postman, and
Grace will make him a mail bag."
"We must be paid when we sell
our things."
"We can be paid with pins," said
"I will keep a grain store."
"What will you do with your grain?"
"Some one must keep cows, sheep,
pigs, geese and ducks."

LESSON LXI.-(Continued.)

"But we have no pigs and ducks."
"We must have some. I can not
sell my grain without," said Fred.
"Dash and Tab can be cows and
sheep. Let us bring them in," said
"Dash and Tab will not chew grain."
"We can give Dash a cow's name.
Then we will play he is a cow."
The boys chained Dash to, the knob
of the door.
Dash did not like that.

LESSON LXI.-(Continued)

"Bow-wow-wow!" he said.
"Hush, Dash, hush!" said Ned.
"You must not say bow-wow. You
must say moo-oo-oo. You must be
a cow now."
Just then James came in from the
How he was hugged and kissed!


w t sail srIn ra d

Poor Jack is a waif.
Do you know what a waif is?
It is a poor boy who has no home.
Jack is just six years old.
His coat was gray once.
It is soiled and ragged now.

LESSON LXII.- (Continued.)

Sometimes he
sleeps in a big
box and sometimes
in a hay loft.
Sometimes he
has to sleep out in
the rain.
Poor Jack! he is
so thin he looks as
if he had no flesh .i
on his bones.
Folks say he ran '
away on a railway
train and was lost. '
It was a long train and was filled
with grain.
The train had to wait on a switch
and Jack fell asleep.
One of the train men locked him in.

LESSON LXII.-(Continued.)

He did not see Jack.
Toot, toot! puff, puff! and off went
the train.
It went all night. Jack looked out.
but could not see anything.
Pit-i-pat, tat, tat, tat! went the rain
on the roof.
Jack cried and shouted but no one
came to let him out.
When the train stopped the men
found him and put him off.
How frail and sad he looks!
See, he has no shoes on.
How he limps! He has sprained his
Come, let us give him some bread
and milk.
Poor, poor Jack! I am glad I am
not a waif.


gyet 'Tev weg 'h eA t

"Come, boys, Mr. Grey says I may
have his skiff to-day. Who ,would
like to take a sail with meV"
"I should."
"I!" \

"0, nma I -oe "' 1-;- 2, -
"0, let me go, Frank!7i" --.
"Let me count you, boys. Eight
with myself. That is a good many."
"0, do take us, Frank!"
"Will you sit still and not rock
skiff if I take you~"
"Yes, yes!" said the boys.

LESSON LXIII.-(Continued.)

"If we weigh the skiff down too
much I will wait," said Ned.
But Mr. Grey's skiff was big and
strong. The weight of the boys did
ot sink it.
They made a sail out of an old
sheet and sailed about a long time.
At noon they landed by some green
"Now, boys," said Frank, "two of
you must break up some sticks."
"Shall we make a fire, Frank?"
"Yes," said Frank, "I have some
:teak in this box. We will broil it."
"Have you anything more, Frank?"
"Yes, you will find some bread and
cakes in that bag in the skiff."
Sam and Jack cut the bread.
Ben helped John and Duke.

LESSON LXI 11.-(Continued.)

Theydragged the skiffup on the sand.
Frank made eight plates out of
some chips he found.
The boys had a nice lunch.
Then they fished in the lake.
When it was time to go home they
had a long string of fish.
"Thank you, Frank," said the boys.
"We have had great fun tp-day."

ear r-d b n ~jek
"Poll, can you read?" said Ned.
But Poll did not speak.
"Then I shall teach you to read.
Do you see these beads, Poll?"
"Beans, beans! Give Poll a crack"-

LESSON LXIV,-(Continued.)

"No, no; this is
not beans, Poll.
beads around your

a string of
I will put

"Neck, neck, picked a peck of-"
"No, Poll. Now try to read this
page. Say 'boy,' Poll. Look at it,"


fiIIII loI111,11h. ,

LESSON LX IV.-(Continued.)

"Look at Poll, look at Poll."
"No, no; I do not wish to look at
you. I wish you to look at the book."
"Hook-i-ty crook, hook-i-ty crook,"
said Poll.
"Oh, Poll, how you do twist things!
I will pull your beak if you do not
read as I tell you."
"Tell, tell, ding dong bell! Puss is
in the well!" said Poll.
"Now hush, Poll, I mean to make
you read this page."
"Mean to, mean to Poll, p-o-o-r
Poll," said Poll.
"Now, Poll, be still and say 'I see a
boy.' "
"I say 'be still boy!"' said Poll.
"Well, I will be still," said Ned,
and he put Poll back into the cage.


V. ^t Rrld^ tb

A pon once said to a stream:
"The few drops you bring me do
me no good."
"Why not?" said the stream.
"You should be a big stream when
you reach my banks."
"But I am just as big as I know
how to be," said the stream.
"What do you do with yourself on
the way? Why do you waste yourself
"Oh," said the stream, "I will tell
you. I am sure you will not think I
waste myself."
"I do not know about that," said
the pond.

LESSON LXV.-(Continued.)

"I give drinks
to the shrubs and
trees that live on my
"Why?" said the pond.
"The leaves seem so
hot and faded. Each one
seems to say: 'Give me
a drink.'"
"I would not give any old leaf a
drink," said the pond.
"But," said the stream, "when I
touch them they look green and glad.
"I run through a field and wet the
roots of the wheat."
"What good does that do you?"
sneered the pond.
"When it is ripe it will drop a few
grains down to me. I will wash them

LESSON LXV.-(Continued.)

clean and take them with me."
"But what will you do with them,
then?" said the pond.
"Oh, the blue jays and the wrens
will come down and pick them up."
"Ho, ho! so you waste your drops
to give jays and wrens a few seeds,
do you?" said the pond.
"Oh, but they sing me sweet songs
of thanks. I do not waste myself. I
give myself away, Mr. Pond."
"I shall not give myself away," said
the pond. "It would not pay."
"I try to make those around me
glad that I live," said the stream, "and
when I see them glad I am glad too."
The pond shook its waves and said:
"What a queer stream! I would
not give myself away."


recqy -qm si)n U1,

A month went by.
One day the stream ran down to
the pond.
"Why Mr. Pond," said she, "How
is this? I can not see you. Have you
gone away?"
"No, no," said Mr. Pond. "Here I
When the stream found the poor
pond had shrunk away, she said: "Oh,
Mr. Pond, how thin you look!"
"Yes, yes; I can not do much now,"
said the pond.
"Have you been sick? Oh, no;/ I see
now. You gave yourself away."
"No," said Mr. Pond, "I did not give

LESSON LXVI.-(Continued.)

myself away. The sun was so hot. I
had no trees to shade me."
"How sad!" said the stream.
"No leaves to fan me and keep me
cool," said the pond. "Now I am
down here in the mud."

"I wish I could help you," said the
kind stream.
"Oh, I feel so weak and hot. It is
so close down here."
"Poor, poor Mr. Pond!" said the
"I wish I could get up to the top.
of my banks once more. I do so long

LESSON LXVI.-(Continued)

to see the woods and the green fields."
"It would do you good I am sure,"
said the stream.
"How is it you seem so strong and
clear and cool?"
"Oh," said the stream, "the sun
could not find me."
"It found me," said the pond.
"The kind trees and shrubs on my
banks reached out and made a thick
roof above me."
"0, how nice!" said the poor pond.
"They shielded me from the heat
and kept me clear and fresh."
"Oh," said the pond, "I wish I had
kept the trees on my banks fresh with
my waves."
"Then they would have helped you
in your need," said the stream.


Tot was in his crib and Spot was
on the rug.
Rob sat by the crib and rocked it.
He could not go out to play until
Tot fell asleep.
He would rock the crib, hum a
tune and then peep at Tot.
Tot would rub his eyes and nose
with his fist and cry.
Then Spot would snap and growl
Sand scratch his.head.

LESSON LXV I.-(Continued.)

Why did not Tot lie still and keep
his eyes shut?
Why did Spot make such a noise?
A big fly would not let them sleep.
The fly was not as big as one of
Tot's fists and Spot was many times
as big as the fly.
But Tot, Spot and Rob could not
make that fly mind.
How it did act!
When Spot shut his eyes, the fly
buzzed in his face.
Spot would shake his head and
snap at it.
Then the fly would seat itself upon
Tot's nose.
Tot would rub his nose, cry, and
try to brush it off.
Then Rob tried to drive the fly

LESSON LXVII.-(Continued.j

out with his hat.
But he could not do it.
My, my, what a bad fly
I am afraid Rob did not
play that day.


that was!
get out to



mTHt rigL.t

"Boys," said Mr. Bright, "you need
not go home while it rains."
So the boys played games in the
school room and had great fun.
"See," said Hugh, "it will soon be
night. We must go home."
"Oh, no, not yet," said Frank. "Let
us light the lamp. It is not late."
"Mr. Bright said we might play
here an hour," said Will.

LESSON LXVIII.-(Continued.)

Rob and Hugh went home.
But Will and Frank stayed to have
one more game.
As they ran about the room Frank
struck Mr. Bright's desk. ...-.
The ink-stand fell off
and the ink was ,
spilled. J
"Oh, what a
big black spot!"
"What shall we
do?" said Will.
"Let us run home (
at once. Then no ione.
can say that we did it,"
said Frank.
"I will not run away from any-
thing," said Will. "Let us go straight
to Mr. Bright and tell him about it.

LESSON LXV III.-(Continued.)

"I will say I am to blame, Frank."
"No, that would not be right."
"We must be brave, Frank, and
tell the whole truth," said Will.
"Let me think about it to-night,
The next day the boys met at school.
Mr. Bright stood by his desk.
He pointed to the ink spot and said:
"Boys, can you tell me who did
"Yes, Mr. Bright," said Will and
Frank at the same time.
"Come then, and tell me about it."
"I did it, Mr. Bright," said Frank.
"How did you do it, my boy?"
"As I ran across the room my foot
struck your desk and the ink-stand
fell off."

96 LESSON LXVII I.-(Contiiued.)

"I am as much to blame as Frank,"
said Will.
"Did you hit the desk, too?"
"No; but I chased him and he
struck the desk just as I touched him."
"I shall not scold you, my boys,"
said Mr. Bright. "I am proud to
have such brave boys in my school."


ho foIur crow do r


One day Joe said: "I mean to have
a, big show."
So he wrote to the boys about it.
He told each one to bring some-
thing to help make the show.

LESSON LXIX.-(Continued.)

Ned said he would bring his tame
black crow.
So he tied a red silk bow around
its neck.
He painted "' -
its wings snow
Sam said he wull
bring his green h1o1 toad.:. .
He said it could
jump two feet.
He painted red '
rings around -
its eyes and four white stripes on
its back.
Ben said he would bring his mule.
It was such fun to hear him bray.
It sounded just like the roar of a
wild beast.

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