Part 1

The Ontario Readers.

THIRD READER.

AUTHORIZED FOR USE IN THE PUBLIC SCHOOLS OF ONTARIO BY THE MINISTER OF EDUCATION.

TORONTO: THE W. J. GAGE COMPANY (LIMITED).

Entered according to Act of the Parliament of Canada in the Office of the Minister of Agriculture by the Minister of Education for Ontario, in the year of our Lord one thousand eight hundred and eighty-five.

PREFACE.

The plan of the Third Reader is the same as that of the Second, with the exception that a few historical lessons have been introduced, and two lessons which may serve as an introduction to Physical Science. The botanical lessons supplement those given in the Second Reader. These, and the lessons on Canadian trees, and all lessons relating to things in nature, should be made the subjects of conversation between the teacher and his class, and should form a basis for scientific instruction. The pupils should be led to study nature directly. To this end they should be required to obtain (wherever possible) the natural objects which are described in the lessons, and to examine them, and to form opinions for themselves concerning them.

Similarly, every lesson should form the subject of conversation--before reading, during the progress of the reading, and after reading:--the teacher eliciting from his pupils clear statements of their knowledge of it, correcting any wrong notions they may have of it, throwing them back upon their own experience or reading, and leading them to observe, compare, and judge, and to state in words the results of their observations, comparisons, and judgments. Some of these statements should be written on the blackboard, and then be made the subject of critical conversation; others might be written by the pupils at their desks, and afterwards be reviewed in class. In this incidental teaching, it should be the teacher’s aim to develop the previous imperfect knowledge of the pupils concerning a lesson into a full and complete knowledge. This can best be effected by judicious questioning and conversation.

The illustrations of the lessons, as in the Second Reader, are intended to aid the pupils in obtaining real conceptions of the ideas involved in the lessons. Children vary greatly in capacity for imagination. It is essential, however, to the proper understanding of a lesson, and hence to the proper reading of it, that a child be able to imagine the persons, actions, objects, described in it. The illustrations will aid in developing this power of imagination, and the teacher by his questions and appropriate criticisms, and by a judicious use of his own greater knowledge and experience, will aid still more in developing it.

In the poetry great care has been taken to select not only such pieces as children can easily comprehend, but also such as are in themselves good literature. Many old favorites have been retained, their worth as reading lessons having been proved with generations of school children. In the reading of poetry the teacher must constantly assure himself that the pupils clearly understand what they read. Children have a natural ear for rhythm, and a fondness for rhyme. Hence they easily learn to read verse being insensibly charmed by its melody. But they cannot, with equal facility, comprehend the poetical meanings, the terse expressions, and the inverted constructions, with which verse abounds. Much more time, therefore, should be spent by the teacher, in poetry than in prose, in eliciting from his pupils the meanings of words, phrases, and sentences. He should not rest satisfied until the pupils can substitute for every more important word, phrase, and sentence of a poem, an equivalent of their own finding. He must be certain too that they understand the substitutions which they offer. Conversation and questioning will here, as elsewhere in school work, help him in effecting his purpose.

The exercises which are put at the end of some of the lessons are intended merely as examples of exercises which the teacher can himself prepare for all the lessons. Methods of using these have been described in the Preface to the Second Reader. In the Word Exercises, many of the words have been re-spelled phonetically to indicate their pronunciation. This too is merely an example of what may be done with all words. Pupils should be taught to pick out the silent letters in words, and to indicate the true phonetic equivalents of the “orthographical expedients,” as they are called, by which vowel sounds are often indicated. For example, in _neighbour_, _g_, _h_, and either _o_ or _u_ are silent, and _ei_ does duty for _ā_; so that the pronunciation of the word may be indicated by _nā’bor_ or _nā’bur_. It will be a useful exercise for the pupils sometimes to write out in this way, on the blackboard, the phonetic spelling of the irregularly spelled words which occur in their lessons, alongside of their common spelling. Practice will soon give facility in doing this. It is believed that by such practice the orthography of irregularly spelled words will be more easily remembered, and accuracy of pronunciation more readily gained.

To aid in securing accuracy of pronunciation, a short chapter on Orthoëpy has been prefixed to the reading lessons. The statements in it are to form a basis for lessons to be given by the teacher to the pupils in conversation. Orthoëpy is acquired only by constant attention to utterance. Carefulness in enunciation must first become a habit. The correct pronunciation of individual words will then be gained by the imitation of those who speak correctly, or reference to a dictionary. It is true that in the pronunciation of many words, authorities differ widely; hence dogmatism in pronunciation is to be avoided. Notwithstanding this, no one can hope to become a correct speaker without the careful study of a dictionary. The teacher should see that the system of sound-marking adopted by the dictionary in use in his school, is understood by his pupils, so that they may consult it intelligently.

CONTENTS.

(_The Titles of the Selections in Poetry are printed in Italics._)

NUMBER. TITLE. AUTHOR. PAGE.

I. THE WHITE SHIP (_Illustrated_) Dickens 11 II. _Casabianca_ Hemans, Mrs. 16 III. THE GIRAFFE OR CAMELOPARD (_Illus._) _Barnes’ IV._ 18 IV. _The Mountain and the Squirrel_ Emerson 20 V. _The Pet Lamb_ (_Illustrated_) Wordsworth 21 VI. THE CAMEL (_Illustrated_) 24 VII. _Lucy Gray_ (_Illustrated_) Wordsworth 27 VIII. THE EMPEROR AND THE MAJOR (_Illus._) _Butler’s IV._ 30 IX. _Farmer John_ Trowbridge 33 X. THE POOR LITTLE MATCH GIRL Andersen 36 XI. _The Sands O’ Dee_ (_Illustrated_) Kingsley 38 XII. THE RHINOCEROS (_Illustrated_) _Barnes’ IV._ 40 XIII. _The Old Arm-Chair_ (_Illustrated_) Cook, Eliza 44 XIV. _Abou Ben Adhem and the Angel_ Hunt 45 XV. PRINCE ARTHUR Dickens 46 XVI. _A Wet Sheet and a Flowing Sea_ Cunningham 51 XVII. _We are Seven_ (_Illustrated_) Wordsworth 52 XVIII. THE HIPPOPOTAMUS (_Illustrated_) _Battersea III._ 55 XIX. _A Bright Boy_ Blackie 58 XX. _After Blenheim_ (_Illustrated_) Southey 60 XXI. THE BLACK DOUGLAS (_Illustrated_) _Battersea IV._ 63 XXII. _Bruce and the Spider_ (_Illustrated_) Cook, Eliza 68 XXIII. THE FARMER AND THE FOX Froude 71 XXIV. _A Canadian Boat Song_ Moore 73 XXV. _The Wreck of the Hesperus_ Longfellow 74 XXVI. HOLLAND (_Illustrated_) Dodge, Mrs. 78 XXVII. _Evening Hymn_ Keble 81 XXVIII. _Psalm XXIII._ 82 XXIX. THE HEROIC SERF (_Illustrated_) Champneys 82 XXX. _There’s a Good Time Coming_ Mackay 86 XXXI. _John Brown_ Mackay 88 XXXII. THE OTTER (_Illustrated_) _Butler’s IV._ 90 XXXIII. _The Ivy Green_ (_Illustrated_) Dickens 93 XXXIV. _The Sea_ Procter 94 XXXV. _Ho! Breakers on the Weather Bow_ Swain 96 XXXVI. A CHILD’S DREAM OF A STAR Dickens 97 XXXVII. _Hannah Binding Shoes_ (_Illustrated_) Larcom, Lucy 101 XXXVIII. _Jack in the Pulpit_ (_Illustrated_) Whittier 103 XXXIX. THE BEAVER (_Illustrated_) _Barnes’ III._ 106 XL. _The Angel’s Whisper_ Lover 109 XLI. _The Rapid_ Sangster 110 XLII. A NARROW ESCAPE (_Illustrated_) _Ill. English IV._ 111 XLIII. _The Fairies of Caldon-Low_ (_Illus._) Howitt, Mrs. 115 XLIV. VOLCANOES (_Illustrated_) _Barnes’ IV._ 119 XLV. _A Small Catechism_ McGee 122 XLVI. CURIOUS BIRDS’ NESTS (_Illustrated_) _Butler’s IV._ 123 XLVII. _Lord Ullin’s Daughter_ (_Illustrated_) Campbell 127 XLVIII. _To An Early Primrose_ White 129 XLIX. THE WHISTLE Franklin 130 L. _Bugle Song_ (_Illustrated_) Tennyson 132 LI. _The Inchcape Rock_ (_Illustrated_) Southey 133 LII. THE FLAX Andersen 136 LIII. _The French at Ratisbon_ (_Illustrated_) Browning 141 LIV. EGYPT AND ITS RUINS (_Illustrated_) 143 LV. _To My Mother_ White 148 LVI. _Zlobane_ Gustafson, Mrs. 149 LVII. THE RUBY-THROATED HUMMING-BIRD Audubon 152 LVIII. _Trust in God and Do the Right_ Macleod 155 LIX. _Somebody’s Darling_ Lacoste, Marie 156 LX. _Song from “The Princess”_ Tennyson 157 LXI. ANTS AND THEIR SLAVES Michelet 158 LXII. _The Gray Swan_ (_Illustrated_) Cary, Alice 162 LXIII. THE CAPTURE OF A WHALE Cooper 165 LXIV. _The Village Blacksmith_ (_Illustrated_) Longfellow 171 LXV. THE MONSTER OF THE NILE Baker 173 LXVI. _Prayer_ Montgomery 177 LXVII. THE THERMOMETER _Ill. English IV._ 179 LXVIII. GOLDEN DEEDS 182 LXIX. _By Cool Siloam’s Shady Rill_ Heber 187 LXX. AGE OF TREES (_Illustrated_) _Butler’s IV._ 188 LXXI. _Rock Me to Sleep_ Allen, Mrs. 192 LXXII. HEAT:--CONDUCTION AND RADIATION _Ill. English IV._ 194 LXXIII. _When All Thy Mercies, O my God_ Addison 200 LXXIV. CANADIAN TREES (_First Reading--Illustrated_) Brown 202 LXXV. _Bingen on the Rhine_ Norton, Hon. Mrs. 207 LXXVI. CANADIAN TREES (_Second Reading_) Brown 210 LXXVII. _Burial of Sir John Moore_ Wolfe 214 LXXVIII. THE GOLDEN TOUCH (_First Reading--Illustrated_) Hawthorne 216 LXXIX. _The Road to the Trenches_ (_Illustrated_) Lushington 221 LXXX. THE ROOT Figuier 223 LXXXI. _The Waterfowl_ (_Illustrated_) Bryant 227 LXXXII. SHAPES OF LEAVES (_First Reading--Illustrated_) Frankenstein 229 LXXXIII. _The Brook_ (_Illustrated_) Tennyson 233 LXXXIV. SHAPES OF LEAVES (_Second Reading--Illustrated_) Frankenstein 235 LXXXV. _The Burial of Moses_ Alexander, Mrs. 240 LXXXVI. THE GOLDEN TOUCH (_Second Reading_) Hawthorne 243 LXXXVII. _The May Queen_ (_First Reading--Illustrated_) Tennyson 250 LXXXVIII. THE FLOWER 252 LXXXIX. _The May Queen_ (_Second Reading_) Tennyson 255 XC. THE FRUIT (_Illustrated_) Frankenstein 257 XCI. _The May Queen_ (_Third Reading--Illustrated_) Tennyson 261 XCII. THE GOLDEN TOUCH (_Third Reading--Illustrated_) Hawthorne 264 XCIII. _John Gilpin_ (_Illustrated_) Cowper 272

INDEX OF AUTHORS.

NAME. PAGE.

Addison, Joseph 200 Alexander, Cecil Frances 240 Allen, Elizabeth Akers 192 Andersen, Hans Christian 36, 136 Audubon, John James 152

Baker, Sir Samuel White 173 Blackie, John Stuart 58 Brown, James 202, 210 Browning, Robert 141 Bryant, William Cullen 227

Campbell, Thomas 127 Cary, Alice 162 Cook, Eliza 44, 68 Cooper, James Fenimore 165 Cowper, William 272 Cunningham, Allan 51

Dickens, Charles 11, 46, 93, 97 Dodge, Mary Mapes 78

Emerson, Ralph Waldo 20

Figuier, Louis 223 Frankenstein, Gustavus 229, 235, 257 Franklin, Benjamin 130 Froude, James Anthony 71

Gustafson, Zadel Barnes 149

Hawthorne, Nathaniel 216, 243, 264 Heber, Reginald 187 Hemans, Felicia Dorothea 16 Howitt, Mary 115 Hunt, Leigh 45

Keble, John 81 Kingsley, Charles 38

Lacoste, Marie 156 Larcom, Lucy 101 Longfellow, Henry Wadsworth 74, 171 Lover, Samuel 109 Lushington, Henry 221

Mackay, Charles 86, 88 Macleod, Norman 155 Michelet, Jules 158 Montgomery, James 177 Moore, Thomas 73 McGee, Thomas D’Arcy 122

Norton, Hon. Caroline Elizabeth Sarah 207

Procter, Bryan Waller (_Barry Cornwall_) 94

Sangster, Charles 110 Southey, Robert 60, 133 Swain, Charles 96

Tennyson, Alfred (Lord Tennyson) 132, 157, 233, 250, 255, 261 Trowbridge, John Townsend 33

White, Henry Kirke 129, 148 Whittier, John Greenleaf 103 Wolfe, Charles 214 Wordsworth, William 21, 27, 52

ORTHOËPY.

1. =Orthoëpy= or =Correct Pronunciation=, is the utterance of words with their right sounds and accents, as sanctioned by the best usage. It depends principally upon =Articulation=, =Syllabication=, and =Accentuation=.

2. =Articulation= is the distinct utterance of the elementary vowel and consonant sounds of the language, whether separate, or combined into syllables and words. In pronouncing a word its elementary sounds should be correctly articulated.

3. The more =common faults in articulation= are:--

(1) _Omitting a vowel sound, or substituting one vowel sound for another, in an unaccented syllable._ Of all faults in pronunciation probably this is the commonest. As a rule it results from carelessness in utterance. Examples of it are:--pronouncing--arithmetic, _’rithmetic_; library, _līb’ry_; literature, _lit’rature_; geography, _j’ography_; barrel, _barr’l_; below, _b’low_; family, _fam’ly_; violent, _vi’lent_; history, _hist’ry_; memory, _mem’ry_; regular, _reg’lar_; usual, _ūzh’al_; alwāys, _alwŭz_; afford, _ŭfford_; abundant, _abundŭnt_; eatable, _eatŭble_; America, _Ameriky_; childrĕn, _childrin_; modĕst, _modŭst_; commandment, _commandmŭnt_; judgment, _judgmŭnt_; moment, _momŭnt_; kindness, _kindniss_; gospĕl, _gospil_; pockĕt, _pockit_; ēmotion, _immotion_; charĭty, _charŭty_; opposĭte, _oppozŭt_; potatō, _pŭtatĕh_; patriŏt, _patriŭt_; ōbedience, _ŭbediĕnce_; accūrāte, _ak’er-ĭt_; particūlar, _partikĭlĕr_.

(2) _Substituting one vowel sound for another in an accented syllable or a one-syllabled word._ This fault may result, not from carelessness, but from want of knowledge, for the correct pronunciation of the vowel sounds of words must be learned from some correct speaker, or from a dictionary. Examples of this fault are:--pronouncing--āte, _ĕt_; cătch, _kĕtch_; săt, _sŏt_; găther, _gĕther_; băde, _bāde_; was, _wŭz_; father, _făther_ or _fawther_; says (_sĕz_), _sāz_; get, _git_; kettle, _kĭttle_; deaf (dĕf), _deef_; creek, _crick_; rinse, _rĕnse_; bŏnnet, _bŭnnet_; bosom, _bŭzum_; frŏm, _frum_; just, _jĕst_; shut, _shĕt_; new (nū), _noo_; dūty, _dooty_; redūce, _redooce_; because, _bekŭz_; saucy, _sāssy_; point, _pīnt_; instead, _instĭd_; route, (rōōt), _rout_.

(3) _Omitting a consonant sound, or substituting one consonant sound for another_; as in pronouncing--yeast, _’east_; February, _Feb’uary_; and, _an’_; old, _ōl’_; acts, _ac’s_; slept, _slep’_; depths, _dep’s_; fields, _fiel’s_; winds, _win’s_; breadths, _bre’ths_; twelfth, _twel’th_ or _twelf’_; asked (askt), _as’t_; mostly, _mōs’ly_; swiftly, _swif’ly_; government, _gover’ment_; Arctic, _Ar’tic_; products, _produc’s_; consists, _consis’_; commands, _comman’s_; morning, _mornin_; strength, _strenth_; length, _lenth_; shrink, _srink_; shrill, _srill_; height, _hīth_; Asia (A’she-a), _A’zhe-a_; chimney, _chimbly_; covetous (cŭv’ĕt-ŭs), _cŭv’e-chŭs_; fortūne, _forchin_.

(4) _Introducing in the pronunciation of a word a sound that does not belong to it_; as in pronouncing--drown, _drownd_; drowned, _drownded_; often (of’n), _of´ten_; epistle, (e-pis´l), _e-pis´tel_; elm, _el´um_; film, _fil´um_; height, _hīt’th_; grievous, _grēv´i-us_; mischievous (mis´chĭv-us), _mis-chēv´i-us_; column, _col´yum_; once (wŭns), _wŭnst_; across, _acrost_.

(5) _Misusing the sound of_ r; as in pronouncing--Maria, _Mariar_; idea, _idear_; widow, _widder_; meadow, _medder_; farm, _far-r-m_; warm, _war-r-m_; war, _wa’_; door, _do-ah_; garden, _gä’den_; card, _cä’d_; warm, _wä’m_; forth, _fo’th_; hundred, _hunderd_; children, _childern_.

(6) _Misusing the aspirate_ (h); as in pronouncing--happy, _’appy_; apples, _happles_; whence, _wence_; which, _wich_; what, _wot_; whirl, _wirl_.

4. =Syllabication= (in Orthoëpy) is the correct formation of syllables in pronouncing words. A syllable is a sound, or a combination of sounds, uttered by a single impulse of the voice, and constituting a word or a part of a word. A word has as many syllables as it has separate vowel sounds. When words are uttered so that their vowel sounds are clearly and correctly articulated, they will be properly syllabified.

5. =Accentuation= is the correct placing of accent in uttering words. =Accent= is a superior stress or force of voice upon certain syllables of words which distinguishes them from the other syllables. In uttering a word of more than one syllable, one of the syllables receives a greater stress in pronunciation than the others, and is said to be _accented_, or to _have the accent_. Some words have more than one syllable accented, as _con´fla-gra´´tion_, _in-com´pre-hen´si-bil´´ity_; but one syllable is always more strongly accented than the others, and is said to have the _main_ or _primary accent_. Accentuation, like the other elements of orthoëpy, is fixed by usage; that is, by the practice of those who are recognized as correct speakers.

6. In the pronunciation of a word care should be taken to give to the vowels their proper sounds, to place the accent upon the right syllable, and to sound the consonants distinctly. The tendency to drop consonant sounds, and to pronounce indistinctly or incorrectly the vowel sounds of unaccented syllables, should be carefully guarded against. The distinction between syllables should be carefully made, and especially, the distinction between separate words. Carelessness in this respect may make the meanings of sentences uncertain. For example:

_He saw two beggars steal_, may sound as, _He sought to beg or steal_;

_He had two small eggs_, may sound as, _He had two small legs_; and

_Can there be an aim more lofty?_ as, _Can there be a name more lofty?_

This blending of the sounds of words is prevented, partly by distinctly uttering the sounds of their initial letters, but chiefly by distinctly uttering and slightly dwelling upon the sounds of their final letters.

_THIRD READER._

I.--THE WHITE SHIP.

CHARLES DICKENS.

King Henry I. went over to Normandy with his son Prince William and a great retinue, to have the prince acknowledged as his successor, and to contract a marriage between him and the daughter of the Count of Anjou. Both these things were triumphantly done, with great show and rejoicing; and on the 25th of November, in the year 1120, the whole retinue prepared to embark, for the voyage home.