Chapter 1

Produced by Al Haines

READING MADE EASY FOR FOREIGNERS

Third Reader

BY

JOHN L. HÜLSHOF

TEACHER OF MODERN LANGUAGES IN THE PUBLIC SCHOOLS

OF NEW YORK CITY

HINDS, NOBLE & ELDREDGE

31-33-35 West 15th Street, New York City

COPYRIGHT, 1909,

BY

HINDS, NOBLE & ELDREDGE

PREFACE

This Reader is intended more particularly for pupils in Class A of the public evening schools.

The pupils of this class may be considered as having passed the transition stage of which mention was made in the Second Reader, and as having entered upon the last stage in acquiring the English language.

They have not only acquired a considerable vocabulary, but have now a practical mastery of our vernacular. They use English in their conversation; in short, they have acquired the power of expressing their feelings and thoughts in the English language. Notwithstanding all this, they are conscious of the fact that their _language_ is less idiomatic than that of the native born, and their power over the written expression is wofully weak.

To remedy these defects, they flock to the evening schools. They have decided to make this country their permanent home, and they are deeply interested in everything appertaining to our government, our institutions, our literature, in fact our civilization.

A glance at the contents of this reader will convince the experienced teacher that the reading material is many-sided enough to satisfy the demands of both teacher and pupils.

That this series of readers may become a powerful incentive in implanting right ideals of social conduct, and lay the foundation of true American citizenship, is the heartfelt wish of

THE AUTHOR.

CONTENTS

PREFACE

REMARKS TO THE TEACHER

LESSONS.

I. FLAG DAY II. BREATHE PURE AIR III. COFFEE IV. OUR NATIONAL FLAG V. PRESS ON VI. RESIGNATION VII. STATUE OF LIBERTY IN NEW YORK HARBOR VIII. INDEPENDENCE IX. NEWFOUNDLAND X. THE USE OF TRIFLES XI. ROSA BONHEUR XII. ALEXANDER AND THE ROBBER XIII. THE AMERICAN INDIAN XIV. THE FIRST STEAMBOAT XV. KNOWLEDGE AND EDUCATION XVI. TACT AND TALENT XVII. GEORGE WASHINGTON, PART I XVIII. BEHAVIOR XIX. ESSENCE OF THE CONSTITUTION OF THE UNITED STATES XX. THE ART OF OBSERVATION XXI. LETTERS XXII. REAPING AND MOWING MACHINES XXIII. ALI BABA XXIV. BIRDS XXV. SLEEP XXVI. CURIOUS BIRDS' NESTS XXVII. BUSINESS QUALIFICATIONS XXVIII. ABBREVIATIONS OF NAMES OF STATES XXIX. THE SUN XXX. IVORY XXXI. FLOWERS XXXII. THE MOSQUITO XXXIII. SELF-RELIANCE XXXIV. FRANKLIN'S TOAST XXXV. HUMANITY REWARDED XXXVI. WORK PROCLAIMS A WORKMAN XXXVII. REPUBLICS XXXVIII. FALSE NOTIONS OF LIBERTY XXXIX. THE VOICE XL. THE INTREPID YOUTH XLI. AUTUMN XLII. WORDS AND THEIR MEANING XLIII. HOW TO SELECT A BOY XLIV. SALT XLV. STUDIES XLVI. RULES OF BEHAVIOR XLVII. USING THE EYES XLVIII. THE AFFECTION AND REVERENCE DUE A MOTHER XLIX. WHEAT L. COUNTENANCE AND CHARACTER LI. THE VALUE OF TIME LII. THE STUDY OF CIVICS LIII. THE SEA AND ITS USES LIV. WONDERLAND LV. OUR COUNTRY TO-DAY, PART I LVI. OUR COUNTRY TO-DAY, PART II LVII. PICTURES FROM AMERICAN HISTORY LVIII. THOMAS A. EDISON LIX. ABRAHAM LINCOLN LX. ADDRESS DELIVERED AT THE DEDICATION OF THE CEMETERY AT GETTYSBURG LXI. WAGES LXII. LOVE FOR THE DEAD LXIII. ECONOMY OF TIME LXIV. GEORGE STEPHENSON, THE ENGINEER LXV. GEORGE WASHINGTON, PART II LXVI. BENJAMIN FRANKLIN LXVII. NOBILITY REWARDED

POETRY

SELECTION.

I. A CITY STREET II. THE SHIP OF STATE III. BE TRUE IV. BRING BACK MY FLOWERS V. "OLD IRONSIDES" VI. TREASURE TROVE VII. THE HERITAGE VIII. THE STAR-SPANGLED BANNER IX. THE SWORD OF BUNKER HILL X. THE HUNTERS XI. MY FATHERLAND XII. WOODMAN, SPARE THAT TREE XIII. PRAYER IN BATTLE XIV. THE RETORT XV. A PSALM OF LIFE XVI. THE OLD OAKEN BUCKET XVII. OFT IN THE STILLY NIGHT XVIII. THE PICKET OF THE POTOMAC XIX. COLUMBIA, THE GEM OF THE OCEAN; OR, RED, WHITE, AND BLUE XX. RECESSIONAL XXI. HUMAN PROGRESS XXII. GIVE ME THE PEOPLE

MISCELLANEOUS

CHARACTERISTIC OF HEROISM CONSTITUTION OF THE UNITED STATES DECLARATION OF INDEPENDENCE FREEDOM OF THOUGHT USEFUL INFORMATION WISE SAYINGS

REMARKS TO THE TEACHER

Complete answers should be given by the pupils. The simple words "yes" or "no" do not constitute an answer in these exercises; such expressions give no practice in the use of the language.

The teacher should prepare himself thoroughly for each lesson in order to ask many pointed questions relative to the reading matter.

The entire time spent in reading the lesson and questioning the class should not exceed thirty minutes. Too much detail will only confuse and fatigue the pupils. Five or six words that present any difficulty _either in spelling or pronunciation_ may be selected from the reading lesson for dictation. Such words should not be given singly, but rather in short sentences.

These sentences may first be read by the class from the blackboard and then copied. After new slips have been distributed, the same sentences should then be written from dictation (the writing on the blackboard being covered or erased in the meantime). The pupils are afterwards required to compare their work with that on the board and make the necessary corrections themselves.

READING MADE EASY FOR FOREIGNERS

THIRD READER

LESSON I

FLAG DAY

In this fair land of ours you can see the Stars and Stripes floating over every public school. This beautiful flag stands for our country. Every American is proud of his country's flag. It stands for all that is good and dear to an American. It stands for Liberty. It proclaims liberty to all. Every star stands for liberty. Every stripe stands for liberty. It stands for liberty of thought and liberty of speech as well.

The first American flag was made in June, 1777, by Mrs. Ross, in the city of Philadelphia. When General Washington saw the flag, he was delighted with it. Every American is not only delighted with it, but he loves the dear old flag. The fourteenth day of June of each year is set apart as Flag Day.

"_I pledge allegiance to my flag and the Republic for which it stands; one nation indivisible, with liberty and justice for all_."

DEVELOPMENT OF THE ABOVE LESSON ACCORDING TO THE RATIONAL METHOD.

_See Remarks to the Teacher, Page vii_.

What kind of a land is ours? What is meant by the stars and stripes? Over what buildings do we see the flag floating? What kind of a flag is it? For what does our flag stand? For what else does it stand? What does our flag proclaim? Who is proud of the flag? What does our flag tell to all the people? How many stars are there in the flag? For what does each star stand? When was the first American flag made? By whom was it made? In what city was it made? What did Washington think of it when he saw it? How do we Americans look upon the flag? When is Flag Day? etc., etc.

DICTATION EXERCISES

_See Remarks to the Teacher, Page vii_.

Our country has a _beautiful_ flag. This flag _proclaims_ or declares liberty to the people. I am _delighted_ with my country's flag. I pledge _allegiance_ or _fidelity_ to my flag. Our nation is _indivisible_; it cannot be parted.

SELECTION I

A CITY STREET

I love the woods, the fields, the streams, The wild flowers fresh and sweet, And yet I love no less than these The crowded city street; For haunts of men, where'er they be, Awake my deepest sympathy.

I see within the city street Life's most extreme estates; The gorgeous domes of palaces; The dismal prison gates; The hearths by household virtues blest, The dens that are the serpent's nest.

I see the rich man, proudly fed And richly clothed, pass by; I see the shivering, houseless wretch With hunger in his eye; For life's severest contrasts meet Forever in the city street.

Hence is it that a city street Can deepest thoughts impart, For all its people, high and low, Are kindred to my heart; And with a yearning love I share In all their joy, their pain, their care.

_Mary Howitt_.

_Questions_: Can you put this little poem in prose? Tell what you admire in nature. Then tell what you observe in the city. Tell about the rich and where they live. Also about the poor and how they are housed and clothed. Let us write a composition together.

LESSON II

BREATHE PURE AIR

Some boys were playing hide-and-seek one day, when one of their number thought it would be good sport to hide little Robert in a large empty trunk. He did so and then turned the key in the lock. The little fellow in the chest was very quiet indeed, and they almost forgot about him. After some time they thought of him and some one went to the trunk and asked: "Hello, Robert. Do you want to come out now?" No answer came. They opened the trunk and found poor little Robert nearly dead. The doctor had to be called, and he worked long and hard to restore the poor boy to health.

The air which we breathe out is not fit to be breathed in again. We soon use up, in this way, all the pure air about us. So we must have a fresh supply. As soon as Robert had breathed in all the good air that was in the trunk, there was nothing left but poisoned air. If fresh air had not been given to him by opening the trunk, he could not have lived three minutes longer.

Nothing is so needful to health as good, pure air. Whether you are in the schoolroom or in the house, remember this. Bad air is so much poison, and the more we breathe it the worse it gets. The poison is carbonic acid, and to breathe it long is certain death.

Not many years ago, during a storm at sea, a stupid sea-captain ordered his passengers to go below in the hold of the vessel. Then he covered up the hold, so that no fresh air could enter. When the storm was over he opened the hold, and found that seventy human beings had died for want of pure air.

Through his gross ignorance of the laws of life, he had done all this mischief. Remember what I say: insist on having good air; for impure air, though it may not always kill you, is always bad for your health.

LESSON III

COFFEE

Coffee is made from the berries of a tree called the coffee plant, or coffee tree. This tree grows in some of the hot countries of the world, as Brazil, Cuba, Arabia, and Java. The best coffee comes from Arabia. But most of the coffee that is used in this country comes from Brazil.

When first known, the coffee tree was a wild shrub growing among the hills of Caffa, in the northeastern part of Africa. But when people learned what a pleasant drink could be made from its berries, they began to take it into other countries, where they cultivated it with much care.

There is an old story told of a shepherd who, it is said, was the first to use this drink. He noticed that after his goats had fed on the leaves of a certain tree--the coffee plant--they were always very lively and wakeful. So he took some of the leaves and berries of the plant, and boiling them in water, he made a drink for himself. He found it so pleasant to the taste that he told some of his neighbors about it. They tried it and were as much pleased as himself. And so, little by little, the drink came, after a while, into common use.

The coffee plant is a beautiful little tree, growing sometimes to the height of twenty feet. It has smooth, dark leaves, long and pointed. It has pretty, white blossoms, which grow in thick clusters close to the branches. Its fruit looks a little like a cherry; and within it are the coffee berries, two in each cherry.

When ripe, the red fruit turns to a deep purple and is sweet to the taste. In Arabia the fruit is allowed to fall on mats placed under the trees; but in other countries it is commonly gathered as soon as it is ripe, and it is then dried by being placed on mats in the sun.

After the outside part has been removed the berries are again dried. They are then put in sacks and boxes to be sent into other parts of the world.

LESSON IV

OUR NATIONAL FLAG

There is a national flag. He must be cold indeed who can look upon its folds rippling in the breeze without pride of country. If he be in a foreign land, the flag is companionship and country itself with all its endearments. Who, as he sees it, can think of a state merely? Whose eyes, once fastened upon it, can fail to recognize the image of the whole nation? It has been called a "floating piece of poetry."

Its highest beauty is in what it symbolizes. It is because it represents all, that all gaze at it with delight and reverence. It is a piece of bunting lifted in the air, but it speaks sublimely, and every part has a voice. Its stripes of alternate red and white proclaim the original union of thirteen states. Its stars of white on a field of blue proclaim the union of the states. A new star is added with every new state. The very colors have a language, which was understood by our fathers.

White is for purity, red for valor, blue for justice. Thus the bunting, stripes and stars together, make the flag of our country--loved by all our hearts and upheld by all our hands.

SELECTION II

THE SHIP OF STATE

Thou, too, sail on, O ship of State! Sail on, O Union, strong and great! Humanity, with all its fears, With all the hopes of future years, Is hanging breathless on thy fate.

We know what Master laid thy keel, What Workman wrought thy ribs of steel, Who made each mast, and sail, and rope, What anvils rang, what hammers beat, In what forge and what a heat Were shaped the anchors of thy hope!

Fear not each sudden sound and shock, 'Tis of the wave, and not the rock; 'Tis but the flapping of the sail, And not a rent made by the gale. In spite of rock and tempest's roar, In spite of false lights on the shore, Sail on, nor fear to breast the sea. Our hearts, our hopes, are all with thee; Our hearts, our hopes, our prayers, our tears, Our faith triumphant o'er our fears, Are all with thee,--are all with thee.

_H. W. Longfellow_.

LESSON V

"PRESS ON"

This is a speech, brief, but full of inspiration, and opening the way to all victory. The secret of Napoleon's career was this,--under all difficulties and discouragements, "Press on." It solves the problem of all heroes; it is the rule by which to weigh rightly all wonderful successes and triumphal marches to fortune and genius. It should be the motto of all, old and young, high and low, fortunate and unfortunate, so called.

"Press on." Never despair; never be discouraged, however stormy the heavens, however dark the way; however great the difficulties, and repeated the failures, "Press on."

If fortune hath played false with thee today, do thou play true for thyself to-morrow. If thy riches have taken wings and left thee, do not weep thy life away; but be up and doing, and retrieve the loss by new energies and action. If an unfortunate bargain has deranged thy business, do not fold thy arms, and give up all as lost; but stir thyself and work the more vigorously.

If those whom thou hast trusted have betrayed thee, do not be discouraged, do not idly weep, but "_Press on_." Find others: or, what is better, learn to live within thyself. Let the foolishness of yesterday make thee wise to-day.

LESSON VI

RESIGNATION

Rabbi Meir, the great teacher, sat one Sabbath day in the school of the holy law, and taught the people. The rabbi had two sons, who were youths of great promise and well instructed in the law. On that Sabbath day they both died.

Tenderly their mother bore them to an upper chamber, laid them on her bed, and spread a white sheet over their bodies.

In the evening Rabbi Meir came home. "Where are my sons," asked he, "that I may give them my blessing?"

"They are gone into the school of the law," was his wife's reply.

"I looked around me," said he, "and I did not see them."

She set before him a cup; he praised the Lord for the close of the Sabbath, drank, and then asked again, "Where are my sons, that they may also drink of the wine of blessing?"

"They cannot be far off," said his wife, as she placed food before him and begged him to eat.

When he had given thanks after the meal, she said, "Rabbi, allow me a question."

"Speak, my beloved," answered he.

"Some time ago," said she, "a certain one gave me jewels to keep for him, and now he asks them back. Shall I give him them?"

"My wife should not need to ask such a question," said Rabbi Meir. "Would you hesitate to give anyone back his own?"

"Oh, no," replied she, "but I did not like to give them back without your knowing beforehand." Then she led him to the upper chamber, stepped in, and took the covering off the bodies.

"Oh, my sons," sobbed the father, "my sons, my sons!" The mother turned herself away and wept.

Soon, however, his wife took him by the hand and said: "Rabbi, have you not taught me that we must not refuse to give back what was intrusted to us to keep? See, the Lord gave, and the Lord hath taken away: the name of the Lord be blessed."

And Rabbi Meir repeated the words, and said from the depths of his heart, "Amen."

LESSON VII

STATUE OF LIBERTY IN NEW YORK HARBOR

"Liberty," or Bartholdi's statue, was presented to the United States by the French people in 1885. It is the largest statue ever built. The great French sculptor Bartholdi made it after the likeness of his mother. Eight years were consumed in the construction of this gigantic image. Its size is really enormous. The height of the figure alone is fully one hundred and fifty feet. Forty persons can find standing room within the mighty head, which is fifteen feet in diameter. A six-foot man, standing upon the lower lip, can hardly reach the eyes of the colossal head. The index finger is eight feet long, and the nose is over three feet long. Yet the proportion of all the parts of the figure is so well preserved that the whole statue is in perfect harmony.

The materials of which the statue is composed are copper and steel. The immense torch which is held in the hand of the giantess is three hundred feet above tidewater.

The Colossus of Rhodes was a pigmy compared with this huge wonder.

LESSON VIII

INDEPENDENCE

Scholars, who are enjoying the priceless blessings of that liberty which cost our forefathers so much treasure and so much blood,--have you read the Declaration of Independence? If you have not, read it; if you have, read it again; study it; make its noble sentiments your own, and do not fail to grave deep in your memories these immortal lines:--

"We hold these truths to be self-evident; That all men are created equal; that they are endowed by their Creator with certain unalienable rights; that among these are life, liberty, and the pursuit of happiness; that, to secure these rights, governments are instituted among men, deriving their just powers from the consent of the governed; that, whenever any form of government becomes destructive of these ends, it is the right of the people to alter or to abolish it, and to institute a new government, laying its foundation on such principles, and organizing its powers in such forms, as to them shall seem most likely to effect their safety and happiness."

SELECTION III

BE TRUE

Thou must be true thyself, If thou the truth wouldst teach; Thy soul must overflow, if thou Another's soul would'st reach; It needs the overflow of hearts To give the lips full speech.

Think truly, and thy thoughts Shall the world's famine feed; Speak truly, and each word of thine Shall be a fruitful seed; Live truly, and thy life shall be A great and noble creed.

_Anonymous_.

LESSON IX

NEWFOUNDLAND

Newfoundland is an island about the size of New York State. It belongs to England. The cod fisheries there are very extensive.

The people of Newfoundland are strong, healthy and industrious. They are law-abiding, and serious; crime is very rare among them. Their kindness and hospitality to strangers who visit the country are proverbial. Kindness to the poor and unfortunate is a marked feature in the character of the people. When business is poor they are ready to share their last morsel with those in distress.

The fishermen are the working classes of the country. During the height of the fishery season, and when fish are abundant, their labors are severe; but during winter they are for the most part in a condition of enforced idleness. Much of the work of curing the fish is done by women and girls, and their labors are often very heavy. When the fisheries are over, there are boats, nets, etc., to repair, stages to look after, and fuel to be cut in the woods and hauled over the snow.

If the fishery has been successful, then the fisherman has a balance coming to him after paying for his summer supplies, and is enabled to lay in a stock of provisions for the winter.

Winter is the season for enjoyment among the fishermen. This season for fireside enjoyments, home-born pleasures, is welcome. They have their simple social enjoyments of various kinds. Dancing is a favorite winter amusement among the fishermen and their families. Weddings are celebrated with great festivity.

Newfoundland is often regarded as the very paradise of sportsmen. Its countless lakes and ponds abound with trout of the finest description, and these bodies of water are the abodes of the wild goose, the wild duck, and other fresh-water fowl.

The pine forests are the home of numerous wild animals. The fox, the bear and the caribou furnish the highest prizes for the hunter.

SELECTION IV

BRING BACK MY FLOWERS

A child sat by a limpid stream, And gazed upon the tide beneath; Upon her cheek was joy's bright beam, And on her brow a blooming wreath. Her lap was filled with fragrant flowers, And, as the clear brook babbled by, She scattered down the rosy showers, With many a wild and joyous cry, And laughed to see the mingling tide Upon its onward progress glide.

And time flew on, and flower by flower Was cast upon the sunny stream; But when the shades of eve did lower, She woke up from her blissful dream. "Bring back my flowers!" she wildly cried; "Bring back the flowers I flung to thee!" But echo's voice alone replied, As danced the streamlet down the lea; And still, amid night's gloomy hours, In vain she cried, "Bring back my flowers!"

O maiden, who on time's swift stream Dost gayly see the moments flee, In this poor child's delusive dream An emblem may be found of thee. Each moment is a perfumed rose, Into thy hand by mercy given, That thou its fragrance might dispose And let its incense rise to heaven; Else when death's shadow o'er thee lowers, Thy heart will wail, "Bring back my flowers!"

_Lucy Larcom_.

LESSON X

THE USE OF TRIFLES

A certain painter once said he had become great in his art by never neglecting trifles. It would be well for all of us to follow that simple and easy rule. No man's house but would be more comfortable, and no family but would be more cheerful, if the value of trifles and the art of using them were better understood. Attention to trifles is the true art of economy.

We must, however, take care not to confound economy with parsimony. The former means a frugal and judicious use of things without waste, the latter a too close and sparing use of things needed. Now a person who understands the use of little things is economical; for instance. If you wipe a pen before you put it away it will last twice as long as if you do not.