William Swinton.

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John Swett

uUUCAifU^H ''JEf^.

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The Reader the Focus of uMmQEiTRAinj^.




Copyright, 1886, by


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\ : :• : .••: •.• *: : ..: •• - BiiiTOR's note.

In accordance with the plan of these additional Readers this
Advanced Third is designed to furnish suitable reading-matter for
pupils who have finished the Third Reader (either that of the Editor,
or a book of like grade).

It is now well recognized that in school reading the desideratum is
a plentiful supply at each stage. This book is offered as meeting this
want, and the following points are suggested for the consideration of
teachers : —

I. The matter has been closely approximated to the grade of the
Editor's Third Reader, — a considerable number of the lessons having
been specially composed for this book in order to secure close con-
nection of style, method, and vocabulary. The pieces will be found
suitably diversified, comprising narrative, imaginative, didactic, and
nature lessons. In their selection, adaptation, and composition the
Editor's most earnest effort has been put forth to furnish sound and
sweet mental food, of a kind that can be assimilated by the child of
eight or nine years.

II. The doctrine suggested in the epigraph placed by the Editor on
the title-pages of the main series of Readers, — that the Reader is " the
focus of language-training," — has won such swift and general accept-
ance that there could be no doubt as to continuing its application in
this book. The language lessons will be found to include exercises
in the meaning of words, the substitution of synonyms, sentence
writing, variations of expression, and easy word-analysis.

III. Each piece specially fitted for reproduction in an abstract from
memory is followed by a syllabus ("Heads for Composition"), in
which, by a series of topics and hints, the young composer is aided
in reproducing in his own language, and in orderly sequence, the
salient features of the lesson.

W. S.

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lesson page

Introduction 7

1. The Man op the House 15

2. The Book of Thanks 19

3. Thanksgiving-Day 22

4. The Elves and the Shoemaker 25

6. About the Fairies 29

6. A Priceless Dog 31

7. Violets 34

8. Coals of Fire. (Part I.) 36

9. Coals of Fire. (Part II.) 39

10. Coals of Fire. (Part III.) 42

11. Wishing 44

12. Fables of the Fox 46

13. Too Smart 56

14. The Specked Apple 66

15. Merry Christmas 61

16. The King's Daughters 63

17. The Honey-Maker 66

18. Running after the Rainbow 70

19. The American Indians. (Part I.) 73

20. The American Indians. (Part II ) 77

21. Swing-Swing 82

22. The Broken Flower-Pot. (Part I.) 84

23. The Broken Flower-Pot. (Part II.) 87

24. The Broken Flower-Pot. (Part III.) 90

26. The Children's Drive 94

543466 3

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4 •• **.: . V : :•*: '..'Contents.
• • » .«• «•• .•.>••• • • • *~~*»

*L^ION •••••••• PAGE

26. The Peddler's Pack. (Part I.) 96

27. The Peddler's Pack. (Part 11.) 99

28. A Summer Day 104

29. Cinderella. (Parti.) 106

30. Cinderella. (Part II.) 109

31. Cinderella. (Part III.) 114

32. A Grasshopper's Complaint 121

33. The Best Recommendation 122

34. Plants which Catch Flies 125

35. Hidden Treasures 130

36. "By-and-By" and "To-morrow" 131

37. Speedy and Steady 133

38. Tag 137

39. Peach-Prince. (Part I.) 139

40. Peach-Prince. (Part II.) 143

41. Little Wheel and Big Wheel 147

42. Marjorie's Almanac 148

43. The Young Witness 161

44. The Wise Shepherd-Boy 166

46. Children of Heaven 158

46. The New Scholar. (Part I.) 169

47. The New Scholar (Part 11.) 161

48. The Baby's Feet 166

49. The Knight and the Greyhound 166

50. Are they the Four Seasons'? 172

51. Music of Nature 175

62. Penn and the Indians. (Part I.) 177

53. Penn and the Indians. (Part 11.) 181

54. We are Seven 185

55. Never Worry 188

56. Stories op the Elephant. (Part I.) 189

57. Stories of the Elephant. (Part II.) 192

58. Stobibs of th£ Elephant. (Part III.) 195

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Contents. 5

lesson page
60. Dappledun 200

60. Red and Black 203

61. A Laughing Song 204

62. The Monkey and the Child 205

63. The Bluebird's Song 209

64. A Brave Little Rebel. (Part I.) 211

65. A Bra YE Little Rebel. (Part II.) 214

QQ, A Bra YE Little Rebel. (Part III.) 217

67. Story of a Wicked Baron 221

68. Grumble and Cheery 227

Appendix: Word-Analysis 235

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The language-work in this Reader consists of Lan-
guage lessons and Composition exercises.

I. Language Lessons. — Under this head are various
models of language training, among which are : —

1. Sentence-work. Here the chief object is to familiarize
the pupil with the three principal types of the sentence,
for which the simple names, statement (i.e., declarative sen-
tence), question (interrogative sentence), and exclamation
(exclamative sentence) are used. The nature of these
kinds of sentence should be brought out in oral lessons.

The teacher will note that under this head the pupil
is called on, — (a) to copy from the lesson a certain
number of statements, questions, or -exclamations ; (6) to
change questions into statements, statements into ques-
tions, etc. ; (c) to compose statements, questions, etc.

2. Classifying Words, so far as to be able to identify
nam£-words (nouns), action-words (verbs), and quality-words
(adjectives). As training under this head, the pupil is
called on, — (a) to select from the piece, and copy, a
certain number of name-words, action-words, or quality-
words; (6) to supply name-words, action-words, or qual-
ity-words so as to complete elliptical sentences.

3. Changing Word-forTns. This exercise furnishes prac-
tice in some of the principal " grammatical forms," — espe-
cially in the writing of the plural of nouns, the past tense


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8 '•* ..-.•'.. JjfXRODUCTION.

of verbs, and the comparative and superlative degrees of

4. Word-analysis, This will be found an exceedingly
profitable exercise ; and it is made quite within the scope of
the pupil's capacity from the fact that only English deriva-
tives are prescribed for analysis — that is, derivatives
formed from known English words by the addition of pre-
fixes and suffixes, such as " beggar " from beg^ " unkind "
from kind, " happiness " from happy, etc. To afford further
practice, the word-analysis of the principal English deriva-
tives in this Reader will be found in the appendix ; and it
is suggested that lessons in copying a certain number of
these words, with their analysis and definition, be assigned
from time to time.^

5. Synonyms, The simple method adopted for eliciting
from the pupil verbal equivalents is to give a word syn-
onymous with some word in the piece, and call for that
word. Thus (p. 64) : " What word means the same as
bouquets ? " The answer will readily be found in the word
'' nosegays." This exercise should be very much extended
by the teacher.

6. Changing verse into the prose order. This will be
found an exceedingly interesting and valuable exercise,
and the teacher should avail herself of every suitable occa-
sion to extend the examples.

1 For additional work of this kind, the teacher is referred to Word
Exercises No. 3, Grammatical Spelling (in Swinton's Model Blanks,
published by Ivison, Blakeman, Taylor, & Co., N.Y.).

2 See Word Exercises No. 4, Etymological Spelling (in Swinton's
Model Blanks), for .supplementary practice in a convenient form.

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Introduction, 9

IL Heads for Composition. — The exercises of this
type belong to that useful kind of language work known
as "abstracts from memory." The teacher's experience
will doubtless have taught her that if a piece is simple, and
has such unity that the whole forms a story, children re-
member it surprisingly well ; but from the various little
difficulties attending " talking with the pencil," they are
almost sure, when they come to the task of reproducing
what they remember, to introduce the parts of the piece
out of their proper order and sequence.

To obviate this difficulty, the " Heads for Composition "
are introduced to guide the young composer. From these,
minor details and accessories are excluded, and only the
larger topics are presented. Each of the set of topics begin-
ning with the Roman numeral is to form a paragraph^ of
which the hint in capitals is the main subject, and the
phrases that follow are its expansion.

Large liberty should be allowed in the use of words to
express the remembered thoughts ; strict guard, however,
being had as to propriety of expression.

The mechanism of the little compositions should be care-
fully attended to, — spelling, capitalizing, quotation-marks,
and punctuation (at least to the extent of the terminal
marks), as well as the neatness of the whole work. Par-
ticular heed should be given to the paragraphing, and
pupils should be taught from the beginning to make the
proper indentation to mark each paragraph.

If the teacher will faithfully carry out the work indi-
cated under Language Lessons and Composition, she will
be richly rewarded in the mental growth of those commit-
ted to her care.

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10 Introduction,



1. A sentence is a group of words used to express a

Every sentence should begin with a capital letter.

2. A Statement is a sentence that tells, or states,

3. A question is a sentence used in asking some-

4. An exclamation is a sentence that expresses sud-
den feeling.

5. A name-word is the name of a person, a place,
or a thing,

6. A name-word may name one thing, or more than
one. The singrular form of a name-word is used when
the word names one thing. The plural form is used
when it names more than one.

7. A quality-word is a word that expresses the kind
or quality of an object.

8. An action-word is a word that expresses action.


Perfect enunciation in the young being rare, it behooves
the teacher to correct all defects by frequent drill on the
elementary sounds. Following the Table of Phonic
Markings will be found drill matter on the vowel-sounds
(equivalents and substitutes), and a carefully arranged
presentation of the consonant sounds in their relations
as aspirates and sub-vocals.

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L— Vowel Xarkiiigs.















ask, 'What



in§, tliey













d6ne, -wplf













IL— Equivalent Yowel Harldngs.

e, a

prey. PWC^

§, i.

pert, dirt

y, 3l

h:^mn, him

a, 6

what, hot

y, i

my, mine

6, u

none, ntin

u, o, 66

pull, -wolf, -wdbl

6, a

fdr, faU

VI, o, oo

true, to, too

i, e

pique, peak

a. 6

fiar, heir

IIL— CoxuKmant Karkings.

9 and 9h

gellar, maghine

like s and sh

e and eh

eurl, school

" k



" 3






Uke z



" gz



" ng




(j) under c is the cedilla; (x) under s and x is the suspended bar.

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Regular Sounds.

Equivalents and Subatltutea.

fat, hat
fate, hate '
cdre, pare
arm, farm
ask, task
aU, ball
-what, -was


fail, gauge, day, break, fete, veil, they,
pair, "pear, there, their, prayer,
aunt, guard, heart.

pause, straw, fork, broad, thought, awe.
not, hough, knowledge.

end, bend
eve, me
§re, th§re
fete, eh
her, -wgre

bury, guess, friend, any, said, says, head,
eat, thief, seize, police, key, sweet, people
their, pair, pare, pear, prayer,
fate, fail, gauge, day, veil, they, break,
learn, bird, myrrh.

fin, tin
ice, nice
police, valise
bird, girl

hymn, been, build, sieve, busy, women.
fly, die, dye, guide, buy, eye, aisle, choir,
eat, eve, thief, seize, s-sveet, people, key.
her, learn, myrrh.

odd, n6t
old, so
one, none
dp, to

wolf, woman
f6rk, h6rse

•what, hough, knowledge.

sew, sow, toe, boat, door, soul, beau.

fun, touch, does, flood.

shoe, too, two, true, bruise, rude, soup.

would, pull, "wool.

thought, pause, all, straw, broad, awe.

w(3t>l, bdbk
too, moon

pull, wolf, would.

to, two, shoe, true, rude, bruise, soup.

fun, gun
use, tube
biim, cCLrl
rude, rule
put, pull

one, touch, does, flood.

due, new, view, beauty, yew, ewe, you.

word, scourge.

to, too, two, shoe, soup, true, bruise.

wolf, would, wool.

hymn, myth
fly. my

him, build, sieve, busy, women, been.
die, dye, nice, aisle, guide, buy, choir, eye.

oil. boil
our, flour

boy, toy, joy.
owl, now.

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Tongue and Teeth.

Tongue and Teeth

p ad

b ad

th ank

th an

P eg

b eg

th in

th ine

p ig

b ig

th igh

th y


Tongue and Palate.

Tongue and Palate.

m ay

B eal

z eal

m e

B ink

z ine

m y

B ounds

z ounds


Tongue and Palate.

h at

1 ay

h id

1 ie

h im

1 ow

Qlottia and Lip.


Tongue and Palate.

wh en

w en

n ay

wh ich

w itch

n e"w

wh ine

w ine

n o

Lip and Teeth.

Lip and Teeth.

Tongue and Palate.

Tongue and Palate.

f ail

V eil

k eg

g et

f ault

V aiilt

k id

g ig

f ine

V ine

k ey

g eese

Tongue and Palate.

Tongue and Palate.

Tongue and Palate.

Tongue and Palate.

t en

d en

ch est

j est

t in

d in

ch oke

j oke

t ug

d ug

ch unk

j unk

Tongue and Palate.

Tongue and Palate.

Tongue and Palate.

-wioh er

viz ier

ri ng

UBh er

az lire

si ng

rash er

glaz ier

spri ng

Tongue and Palate.

Tongue and Palate.

r at

y e

r im

y ear

r ug

y east

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14 Introduction.


The period {•) is placed at the end of a statement or
a command.

The period is also used to mark an abbreviation.

The interrogation point (?) is used at the end of a

The exclamation point (!) is used at the end of an

It is also used after various single words denoting strong or sudden
feeling; as, Alas! Hurrah!

The comma (,), semicolon (;), and colon (:), are
used to separate the parts of a sentence.

The dash ( — ) is used to mark a sudden break or
turn in the thought expressed by a sentence.

The apostrophe (') is used to show that a letter or
letters have been omitted ; as, Frri for / am, canH for can

The apostrophe is also used to denote ownership (possessive case) ;
as, "a girrs hood, a boy's slate."

The quotation marks (" '') are used to enclose words
which are supposed to be spoken; as, "Mary loves the
lamhy^ said the teacher.

The hyphen (-) is used between the parts of a com-
pound word ; as, school-house : or at the end of a line
when a part of a word is carried over to the next line.

Parentheses ( ) are used to enclose a word or sen-
tence used by way of explanation.

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1.— The Man of the House.

as-t6n'islied (-isht), surprised. I re-ply', answer.
eom-pre-liend', understand. I young'ster, a lad, a young boy.

1. The boy marched straight up to the

"Well, my little man," said the merchant,
pleasantly, " what will you have to-day ? ''

''O, please, sir, mayn't I do some work for

2. "Do some work for me? What sort of
work can a little chap like you do ? Why, you
can't look over the counter ! "

" O yes, sir, I can ; and I'm growing, please,
— growing fast. There, see if I can't look over
the counter ! "


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16 Advanced Third Reader,

3. "Yes, by standing on your toes; are they

"What, sir?''

4. " Why, your toes. Your mother could not
keep you in shoes if they were not."

"She can't keep me in shoes anyhow, sir."
And the voice trembled.

5. The man stretched over the counter, but
he couldn't see the little toes; so he stepped
round to take a look at the lad.

6. "I'm older than I'm big, sir; people say
I'm very small of my age."

"And what is your age?" asked the mer-

7. "I am almost eight, sir," said Richard,
looking his biggest and proudest. "You see
my mother has nobody but me; and this
morning I saw her crying because she had no
money to buy bread for breakfast, sir." The
voice again broke, and tears came into the ^
blue eyes.

8. "Well, well; that is bad! Where is your

We never heard of him, sir, after he went
away. He was lost, sir, in the steamer Boston.

9. " Dear me, that is worse still ! But you

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Advanced Third Header. - 17

are a plucky little fellow. Let me see," and
he looked straight into the boy's eyes, which
were looking straight into his.


10. " Saunders," asked the merchant of a
clerk, who was rolling up and writing on
parcels, "is cash No. 4 still sick?"

"Dead, sir; died last night," was the low

11. "Ah, I am sorry to hear that. Well,
here's a youngster that can take his place."

12. Mr. Saunders looked up slowly, then he
put his pen behind his ear, then he glanced
curiously at little Richard.

13. "O, I understand," said the merchant.
"Yes, he is small, — very small, indeed; but I
like his pluck. What did No. 4 get?"

" Three dollars, sir."

14. " Put this boy down for four. There, my
lad, give the clerk your name, and run home
quickly and tell your mother you have got
a place at four dollars a week. Come back
on Monday, and I'll tell you what to do.
Here's a dollar for your mother. I'll take

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18 Advanced Third Header.

it out of your first week. Can you remem-

15. "Work, sir, — work all the time?"
"As long as you deserve it, my man."

16. "IVe got it, mother!" cried Richard,
rushing into the house. " I'm a cash-boy !
Don't you know when they take parcels the
clerk calls ^Cash'? Well, I'm that. Four
dollars a week ! And the man said I had real
pluck. And here's a dollar for breakfast;
and don't you ever cry again ; for I m the man
of the house now."

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Advanced Third Header. 19

17. If ever a mother was astonished, that
mother was. For a moment she could not
comprehend the matter, but when Richard told
his story, she burst into tears, and taking her
plucky little man in her arms she spoke to
him loving words, such as only a mother
knows how to use.


Copy a question and an exclamation in paragraph 2.

What was the boy's name? Is his mrnaTne given?
(No.) what was the name of the merchant's clerk? Is
his Christian name given? (No.)

Several words in this piece are formed by adding the
suffix ly to quality- words ; as, pleasantly (1) from pleasant.
These words explain ?ww or manner; as, "pleasantly," in
a pleasant manner. Copy three other examples (adverbs).

^.— The Book of Thanks.

aets, deeds. i in 'jure, to harm.

ebn'stant, never ceasing. | un-grate'ful, not thankful.

Albert. I feel so vexed and out of temper
with Edgar ftiat I really must —

Cousin Clara. Do something to injure him?

Albert. O no ; that is not what I was going
to say : I must look over my " book of thanks."

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20 Advanced Third Header.

Clara. Book of thanks! What sort of book
is that, I should like to know ?

Albert. Here it is (taking a small book from his
pocket). Shall I read from it?

Clara. Do, please.

Albert. " June S, Edgar loaned me his new
bat." " When I lost my pen-knife, Edgar found
it for me." '^June 30. Edgar invited me to go
and have some cherries in his father's garden."
So, after all, Edgar is a good, kind boy.

Clara. Why, Albert, what do you write in
your book ?

Albert. All the acts of kindness that are
ever shown me. And you would wonder how
many they are ! I find much good from writ-
ing them down ; for I do not forget them, as
I might do if I trusted to my memory : so I
hope I am not often ungrateful. And when
I am vexed or out of temper, I almost always
feel pleasant again if I only look over my
" book of thanks."

Clara. I should like to see what sort of
things you put down. Will yoii let me see
the book?

Albert. Certainly, Clara. (Passing the book.)

Clara. (Takes it, and reads.) " Henry kindly

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Advanced Third Header. 21

asked me to spend a day with him, and did
all he couldthe toes.
It bites the nose.

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Advanced Third Reader. 25

4.— The Elves and the Shoemaker.

be-timeg', early.
eon' science, the inward voice tell-
ing us of right and wrong.

pros'per-ous, weU4o-4o.
ply, to work steadily.
ser'vi9e, benefit.


1. There was once a shoemaker who worked
very hard, and was very honest; yet he could

1 3 4 5 6 7 8 9 10

Online LibraryWilliam SwintonSt. Thomas's Hospital gazette → online text (page 1 of 10)