McGuffey's Second Eclectic Reader by William Holmes McGuffey
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William Holmes McGuffey >> McGuffey\'s Second Eclectic Reader
[Transcriber's Notes:
Welcome to the schoolroom of 1900. The moral tone is plain. "She is kind
to the old blind man."
The exercises are still suitable, and perhaps more helpful than some
contemporary alternatives. Much is left to the teacher. Explanations given
in the text are enough to get started teaching a child to read and write.
Counting in Roman numerals is included as a bonus in the form of lesson
numbers.
The author, not listed in the text is William Holmes McGuffey.
Don Kostuch
]
ECLECTIC EDUCATIONAL SERIES.
MCGUFFEY'S(R)
SECOND
ECLECTIC READER.
REVISED EDITION.
McGuffey Editions and Colophon are Trademarks of
JOHN WILEY & SONS, Inc..
New York - Chichester-Weinheim-Brisbane-Singapore-Toronto
Copyright, 1879, by Van Antwerp, Bragg & Co.
Copyright, 1896, by American Book Company
Copyright, 1907 and 1920, by H. H. Vail.
EP316
Preface
In this book, as well as in the others of the Revised Series, most of the
favorite drill selections, which constituted one of the leading
excellences of MCGUFFEY'S READERS, have been retained. New selections have
been inserted only when they seemed manifest improvements on those
formerly used.
The plan of this Reader is a continuation and extension of that pursued in
the First Reader.
If the pupil is not familiar with the diacritical marks, he should be
carefully drilled, as suggested on page 7, until the marked letter
instantly suggests the correct sound. He is then prepared to study his
reading lessons without any assistance from the teacher.
All new words are given at the head of each lesson. When these are
mastered, the main difficulties left for the pupil are those of
expression. In the latter portion of the book the simpler
derivatives,--such as are formed by adding one or two
letters,--possessives, plurals, verbal forms, etc.,--are omitted if the
primitive word has been given. In this way the pupil is gradually led to
the mastery of words as ordinarily printed.
A few of the most usual abbreviations have been introduced,--such as Mr.,
Mrs., etc. These should be carefully explained, not only as to their
meaning and use, but as to the reason for their use.
Great care has been taken to have the illustrations worthy of the
reputation MCGUFFEY'S READERS have attained, and some of the foremost
designers of this country have contributed to the embellishment of the
book.
Many of these pictures will serve admirably for lessons in language, in
extension and explanation of the text. The imagination of the artist has,
in some cases, filled in details not found in the text.
The thanks of the publishers are due to very many experienced teachers,
who have contributed their valuable suggestions.
June, 1879.
INTRODUCTORY MATTER.
ARTICULATION
PUNCTUATION
SELECTIONS IN PROSE AND POETRY.
Lessons.
1. Evening at Home
2. Bubbles
3. Willie's Letter (Script)
4. The Little Star
5. Two Dogs
6. Afraid in the Dark
7. Baby Bye
8. Puss and her Kittens
9. Kittie and Mousie
10. At Work
11. What a Bird Taught
12. Susie Sunbeam
13. If I were a Sun beam
14. Henry, the Bootblack
15. Don't Wake the Baby (Script)
16. A Kind Brother
17. My Good-far-nothing
18. The Kingbird
19. Evening Hymn
20. The Quarrel
21. The Bee
22. The Song of the Bee
23. The Torn Doll
24. Sheep-shearing
25. The Clouds
26. Patty and the Squirrel
27. The Sparrow
28. Sam and Harry
29. The Little Rill
30. The Boat Upset
31. Mary's Letter (Script)
32. The Tiger
33. The Fireside
34. Birdie's Morning Song
35. Willie and Bounce
36. Willie and Bounce
37. The Kitchen Clock
38. The New Scales
39. The Bear and the Children
40. The Little Harebell (Script)
41. The Fishhawk
42. What the Leaf said
43. The Wind and the Leaves
44. Mamma's Present
45. Mary's Story
46. Ralph Wick
47. Coasting down the Hill (Script)
48. The Fox and the Ducks
49. Pretty is that Pretty does
50. The Story-teller
51. The Story-teller
52. The Owl
53. The Owl
54. Grandfather's Story
55. God is Great and Good
56. A Good Old Man
57. The Greedy Girl
68. A Place for Everything
69. My Mother (Script)
60. The Broken Window
61. The Broken Window
62. Frank and the Hourglass
63. March
64. Jenny's Call
65. Poor Davy
66. Alice's Supper
67. A Snowstorm
68. Bessie
69. Bessie
70. Cheerfulness (Script)
71. Lullaby
ARTICULATION.
SUGGESTIONS TO TEACHERS.-Thorough and frequent drills on the elementary
sounds are useful in correcting vicious habits of pronunciation and in
strengthening the vocal organs.
As a rule, only one or two sounds should be employed at one lesson. Care
should be taken that the pupils observe and practice these sounds
correctly in their reading.
TABLE OF VOCALS.
Long Sounds
Sound as in Sound as in
a ate e err
a care i ice
a arm o ode
a last u use
a all u burn
e eve oo fool
SHORT SOUNDS.
Sound as in Sound as in
a am o odd
e end u up
i in oo look
DIPHTHONGS.
Sound as in Sound as in
oi oil ou out
oy boy ow now
TABLE OF SUBVOCALS.
Sound as in Sound as in
b bib v valve
d did th this
g gig z zin
j jug z azure
n nine r rare
m maim w we
ng hang y yet
l lull
TABLE 0F ASPIRATES.
Sound as in Sound as in
f fifi t tat
h him sh she
k kite ch chat
p pipe th thick
s same wh why
TABLE OF SUBSTITUTES.
Sub for as in Sub for as in
a o what y i myth
e a there c k can
e a feint c a cite
i e police ch sh chaise
i e sir ch k chaos
o u son g j gem
o oo to n ng ink
o oo wolf s z as
o a fork s sh sure
o u work x gz exact
u oo full gh f laugh
u oo rude ph f phlox
y i fly qu k pique
qu kw quit
PUNCTUATION.
Punctuation Marks are used to make the sense more clear.
A Period (.) is used at the end of a sentence, and after an
abbreviation; as,
James was quite sick. Dr. Jones was called to see him.
An Interrogation Mark (?) is used at the end of a question; as,
Where is John going?
An Exclamation Mark (!) is used after words or sentences expressing some
strong feeling; as,
Alas, my noble boy! that thou shouldst die!
The Comma (,), Semicolon (;), and Colon (:) are used to separate the parts
of a sentence.
The Hyphen (-) is used to join the parts of a compound word; as,
text-book: it is also used at the end of a line in print or script, when a
word is divided; as in the word "sentence," near the bottom of page 9.
[Illustration: Bird perched on tree branch.]
MCGUFFEY'S
SECOND READER.
LESSON I.
news'paper cold or'der seem through
stock'ings chat sto'ry light Har'ry
branch'es kiss burns Mrs. e vents'
an oth'er Mr. stool lamp mends
[Illustration: Family at evening; father reading newspaper, mother sewing,
boy and girl reading.]
EVENING AT HOME.
1. It is winter. The cold wind whistles through the branches of the trees.
2. Mr. Brown has done his day's work, and his children, Harry and Kate,
have come home from school. They learned their lessons well to-day, and
both feel happy
3. Tea is over. Mrs. Brown has put the little sitting room in order. The
fire burns brightly. One lamp gives light enough for all. On the stool is
a basket of fine apples. They seem to say, "Won't you have one?"
4. Harry and Kate read a story in a new book. The father reads his
newspaper, and the mother mends Harry's stockings.
5. By and by, they will tell one another what they have been reading
about, and will have a chat over the events of the day.
6. Harry and Kate's bedtime will come first. I think I see them kiss their
dear father and mother a sweet good night.
7. Do you not wish that every boy and girl could have a home like this?
LESSON II.
beau'ti ful porch rain'bow burst
bub'bling same biggest sneeze col'ors
main soap wash red ma'ny (men'y)
[Illustration: Three children playing with bubbles and cat.]
BUBBLES.
1. The boys have come out on the porch to blow bubbles. The old cat is
asleep on the mat by the door.
2. "Ha! ha!" laughs Robert, as a bubble comes down softly on the old cat's
back, and does not burst.
3. Willie tries to make his bubble do the same. This time it comes down on
the cat's face, and makes her sneeze.
4. "She would rather wash her face without soap," says Harry. "Now let us
see who can make the biggest bubble."
5. "Mine is the biggest," says Robert. "See how high it floats in the air!
I can see--ah! it has burst."
6. "I can see the house and the trees and the sky in mine," says Willie;
"and such beautiful colors."
7. "How many, Willie?"
8. "Red, one; blue, two; there--they are all out. Let us try again."
9. "I know how many colors there are," says Harry. "Just as many as there
are in the rainbow."
10. "Do you know how many that is?"
LESSON III.
rub'ber gun par'lor street
num'ber ten o'clock' shoot
WILLIE'S LETTER.
[Illustration: Script Exercise:
New York, Dec. 10, 1878.
Dear Santa Claus:
Papa is going to give
me a Christmas tree, and he
says that you will put nice
things on it if I ask you. I would
like a gun that will shoot, and
a rubber ball that I can throw
hard, and that will not break
Mamma's windows or the big
glass in the parlor.
Now, please don't forget to come.
I live on Fourth St., number ten.
I will go to bed at eight o'clock,
and shut my eyes tight.
I will not look, indeed I won't.
Your little boy,
Willie.
]
LESSON IV.
a bove' world dark oft
nev'er spark dew till
di'a mond twin'kle blaz'ing
The Little Star
1. Twinkle, twinkle, little star;
How I wonder what you are,
Up above the world so high,
Like a diamond in the sky!
2. When the blazing sun is set,
And the grass with dew is wet,
Then you show your little light;
Twinkle, twinkle, all the night.
3. Then, if I wore in the dark,
I would thank you for your spark.
I could not see which way to go,
If you did not twinkle so.
4. And when I am sound asleep,
Oft you through my window peep;
For you never shut your eye,
Till the sun is in the sky.
LESSON V.
be hind' to geth'er nob'le Scotch
Dodg'er min'utes crib wag'on
ter'ri er coun'try scold fel'low
shag'gy frisk'i ly fits cel'lar
guards New'found land yard har'ness
[Illustration: Two dogs, one large, the other a small puppy.]
TWO DOGS.
1. James White has two dogs. One is a Newfoundland dog, and the other is a
Scotch terrier.
2. The Newfoundland is a large, noble fellow. He is black, with a white
spot, and with long, shaggy hair. His name is Sport.
3. Sport is a good watchdog, and a kind playfellow. Every night he guards
the house while James and his father are asleep.
4. In the daytime, James often uses Sport for his horse. He has a little
wagon, and a set of small harness which just fits the dog.
5. He hitches Sport to this wagon, and drives over the country. In this
way, he can go almost as fast as his father with the old family horse.
6. The name of James's Scotch terrier is Dodger. He is called Dodger
because he jumps about so friskily. He is up on a chair, under the table,
behind the door, down cellar, and out in the yard,--all in a minute.
7. Dodger has very bright eyes, and he does many funny things. He likes to
put his paws up on the crib, and watch the baby.
8. The other day he took baby's red stocking, and had great fun with it;
but he spoiled it in his play, and James had to scold him.
9. Everyone likes to see James White with his two dogs. They always seem
very happy together.
LESSON VI.
bet ween' bu'reau (-ro) stairs nee'dle
a fraid' shad'ow held stir
AFRAID IN THE DARK.
1. "Willie, will you run upstairs, and get my needle book from the
bureau?"
2. But Willie did not stir. "Willie!" said mamma. She thought he had not
heard.
3. "I'm afraid," said Willie.
4. "Afraid of what?"
5. "It's dark up there."
6. "What is the dark?" asked mamma. "See! It is nothing but a shadow."
And she held her hand between the lamp and the workbasket on the table.
[Illustration: Mother, seated in rocking chair, kerosene lamp on table,
boy standing, examining his shadow on the wall.]
7. "Now it is dark in the basket; but as soon as I take my hand away, it
is light."
8. "Come and stand between the lamp and the wall, Willie. See! There is
your shadow on the wall. Can your shadow hurt you?"
9. "Oh no, mamma! I am sure it can not hurt me."
10. "Well, the dark is only a big shadow over everything."
11. "What makes the big shadow, mamma?"
12. "I will tell you all about that, Willie, when you are a little older.
But now, I wish you would find me a brave boy who is not afraid of
shadows, to run upstairs and get my needlebook."
13. "I am bravo, mamma. I will go. --Here it is."
14. "Thank you, my brave little man. You see the dark didn't hurt you."
SLATE WORK.
[Illustration: Script Exercise:
Beautiful faces are they that wear
The light of a pleasant spirit there;
Beautiful hands are they that do
Deeds that are noble good and true;
Beautiful feet are they that go
Swiftly to lighten another's woe.
]
LESSON VII.
spi'ders tick'ling stay neck nose se'cret crawls
legs beck ope goes toes speck choose
dot nod shoes spread be lieve' six
[Illustration: Mother and baby watching fly on the wall.]
BABY BYE.
1. Baby Bye,
Here's a fly;
We will watch him, you and I.
How he crawls
Up the walls,
Yet he never falls!
I believe with six such legs
You and I could walk on eggs.
There he goes
On his toes,
Tickling Baby's nose.
2. Spots of red
Dot his head;
Rainbows on his back are spread;
That small speck
Is his neck;
See him nod and beck!
I can show you, if you choose,
Where to look to find his shoes,
Three small pairs,
Made of hairs;
These he always wears.
3. Flies can see
More than we;
So how bright their eyes must be!
Little fly,
Ope your eye;
Spiders are near by.
For a secret I can tell,
Spiders never use flies well;
Then away,
Do not stay.
Little fly, good day.
24 ECLECTIC SERIES.
LESSON VIII.
serv'ant sud'den ly lon'ger re turned' lived tired
since five anx'ious trou'ble cer'tain nea'ly
doz'en sev'en at'tic strange great prop'er
coal seemed
[Illustration: Cat carrying kitten up stairs by the scruff of the neck.]
PUSS AND HER KITTENS.
1. Puss, with her three kittens, had lived in the coal cellar; but one day
she thought she would carry them to the attic.
2. The servant thought that was not the proper place for them; so she
carried them back to the cellar.
3. Puss was certain that she wanted them in the attic; so she carried them
there again and again, five, six, seven, --yes, a dozen times; for each
time the servant took them back to the cellar.
4. Poor puss was nearly tired out, and could carry them no longer.
5. Suddenly she went away. Where do you think she went?
6. She was gone a long time. When she returned, she had a strange cat with
her that we had never seen before.
7. She seemed to tell him all about her great trouble, and he listened to
her story.
8. Then the strange cat took the little kittens, one by one, and carried
them to the attic. After this he went away, and we have never seen him
since.
9. The servant then left the kittens in the attic, for she saw how anxious
puss was to have them stay there.
10. Was not the strange cat kind to puss? This lesson should teach
children to be ever ready to help one another.
LESSON IX.
nine mous'ie fro frol'ic bit slipped
spied crow teeth pearl used
[Illustration: White cat sneaking up on a mouse.]
KITTY AND MOUSIE.
1. Once there was a little kitty,
White as the snow;
In a barn he used to frolic,
Long time ago.
2. In the barn a little mousie
Ran to and fro;
For she heard the little kitty,
Long time ago.
3. Two black eyes had little kitty,
Black as a crow;
And they spied the little mousie,
Long time ago.
4. Four soft paws had little kitty,
Paws soft as snow;
And they caught the little mousie,
Long time ago.
5. Nine pearl teeth had little kitty,
All in a row;
And they bit the little mousie,
Long time ago.
6. When the teeth bit little mousie,
Mousie cried out "Oh!"
But she slipped away from kitty,
Long time ago.
LESSON X.
washed hours(ours) pre'cious game
harm a'ny (en'y) brushed end
AT WORK.
1. A little play does not harm any one, but does much good. After play, we
should be glad to work.
2. I knew a boy who liked a good game very much. He could run, swim, jump,
and play ball; and was always merry when out of school.
3. But he knew that time is not all for play; that our minutes, hours, and
days are very precious.
4. At the end of his play, he would go home. After he had washed his face
and hands, and brushed his hair, he would help his mother, or read in his
book, or write upon his slate.
5. He used to say, "One thing at a time." When he had done with work, he
would play; but he did not try to play and to work at the same time.
LESSON XI.
twit-twee bough (bow) twit-twit top'most lock
spray mate close'ly ros'y an'swer (an'ser)
[Illustration: Bird perched on tree branch.]
WHAT A BIRD TAUGHT.
1. Why do you come to my apple tree,
Little bird so gray?
Twit-twit, twit-twit, twit-twit-twee!
That was all he would say.
2. Why do you lock your rosy feet
So closely round the spray?
Twit-twit, twit-twit, twit-tweet!
That was all he would say.
3. Why on the topmost bough do you get,
Little bird so gray?
Twit-twit-twee! twit-twit-twit!
That was all he would say.
4. Where is your mate? come, answer me,
Little bird so gray.
Twit-twit-twit! twit-twit-twee!
That was all he would say.
Alice Cary.
LESSON XII.
bright'ness pleas'ant learned dress
play'mates un kind' rag'ged word
ques'tions smil'ing crowed child
Sun'beam cheered Sus'ie gave
glad'ness un less' name gate
SUSIE SUNBEAM.
1. Susie Sunbeam was not her real name; that was Susan Brown. But every
one called her Susie Sunbeam, because she had such a sweet, smiling face,
and always brought brightness with her when she came.
[Illustration: Older girls playing with younger girl. Three children
standing in background.]
2. Her grandfather first gave her this name, and it seemed to fit the
little girl so nicely that soon it took the place of her own.
3. Even when a baby, Susie laughed and crowed from morning till night. No
one ever heard her cry unless she was sick or hurt.
4. When she had learned to walk, she loved to go about the house and get
things for her mother, and in this way save her as many steps as she
could.
5. She would sit by her mother's side for an hour at a time, and ask her
ever so many questions, or she would take her new book and read.
6. Susie was always pleasant in her play with other children. She never
used an unkind word, but tried to do whatever would please her playmates
best.
7. One day, a poor little girl with a very ragged dress was going by and
Susie heard some children teasing her and making fun of her.
8. She at once ran out to the gate, and asked the poor little girl to come
in. "What are you crying for?" Susie asked.
9. "Because they all laugh at me," she said.
10. Then Susie took the little girl into the house. She cheered her up
with kind words, and gave her a nice dress and a pair of shoes.
11. This brought real joy and gladness to the poor child, and she, too,
thought that Susie was rightly called Sunbeam.
LESSON XIII.
wood'lands di vine' raised un til' droop'ing blessed
whose seek up'ward hov'els in'ner steal
heav'en hearts lil'ies die roam'ing
IF I WERE A SUNBEAM.
1. "If I were a sunbeam,
I know what I'd do;
I would seek white lilies,
Roaming woodlands through.
I would steal among them,
Softest light I'd shed,
Until every lily
Raised its drooping head.
2. "If I were a sunbeam,
I know where I'd go;
Into lowly hovels,
Dark with want and woe:
Till sad hearts looked upward,
I would shine and shine;
Then they'd think of heaven,
Their sweet home and mine."
3. Are you not a sunbeam,
Child, whose life is glad
With an inner brightness
Sunshine never had?
Oh, as God has blessed you,
Scatter light divine!
For there is no sunbeam
But must die or shine.
SECOND READER. 35
LESSON XIV.
sup port' a long' boots be long' dol'lar years
man'age taught cor'ner no'tice mon'ey black'ing
gen'tle men hon'est (on'est) quite buy earned
[Illustration: Boy offering to shine man's shoes.]
HENRY, THE BOOTBLACK.
1. Henry was a kind, good boy. His father was dead, and his mother was
very poor. He had a little sister about two years old.
2. He wanted to help his mother, for she could not always earn enough to
buy food for her little family.
3. One day, a man gave him a dollar for finding a pocketbook which he had
lost.
4. Henry might have kept all the money, for no one saw him when he found
it. But his mother had taught him to be honest, and never to keep what did
not belong, to him.
5. With the dollar he bought a box, three brushes, and some blacking. He
then went to the corner of the street, and said to every one whose boots
did not look nice, "Black your boots, sir, please?"
6. He was so polite that gentlemen soon began to notice him, and to let
him black their boots. The first day he brought home fifty cents, which he
gave to his mother to buy food with.
7. When he gave her the money, she said, as she dropped a tear of joy,
"You are a dear, good boy, Henry. I did not know how I could earn enough
to buy bread with, but now I think we can manage to get along quite well,"
8. Henry worked all the day, and went to school in the evening. He earned
almost enough to support his mother and his little sister.
LESSON XV.
tread whis'per soft'ly talk cheer ful' care'ful
DON'T WAKE THE BABY.
[Illustration: Script Exercise:
Baby sleeps, so we must tread
Softly round her little bed,
And be careful that our toys
Don not fall and make a noise.
We must not talk, but whisper low,
Mother wants to work, we know,
That, when father comes to tea,
All may neat and cheerful be.
]
LESSON XVI.
full load heav'y mid'dle heav'i er
slip wrong han'dle broth'er de ceived'
[Illustration: Two boys carrying a basket on a pole between them.]
A KIND BROTHER.
1. A boy was once sent from home to take a basket of things to his
grandmother.
2. The basket was so full that it was very heavy. So his little brother
went with him, to help carry the load.
3. They put a pole under the handle of the basket, and each then took hold
of an end of the pole. In this way they could carry the basket very
nicely.
4. Now the older boy thought, "My brother Tom does not know about this
pole.
5. "If I slip the basket near him, his side will be heavy, and mine light;
but if the basket is in the middle of the pole, it will be as heavy for me
as it is for him.
6. "Tom does not know this as I do. But I will not do it. It would be
wrong, and I will not do what is wrong."
7. Then he slipped the basket quite near his own end of the pole. His load
was now heavier than that of his little brother.
8. Yet he was happy; for he felt that he had done right. Had he deceived
his brother, he would not have felt at all happy.
LESSON XVII.
bus'y (biz'zy) mis'chief looked un'to glee
con triv'ing ring'lets nod'dle drew nun
press'ing fin'gers car'pet wise lips
em brace' pon'der lash'es climb true
MY GOOD-FOR-NOTHING.
1.
"What are you good for, my brave little man?
Answer that question for me, if you can,--
You, with your fingers as white as a nun,--
You, with your ringlets as bright as the sun.
All the day long, with your busy contriving,
Into all mischief and fun you are driving;
See if your wise little noddle can tell
What you are good for. Now ponder it well."