McGuffeys Third Eclectic Reader | Page 2

The
Money Amy didn't Earn 123 48. Who Made the Stars? 126 49. Deeds
of Kindness 128 50. The Alarm Clock 130 51. Spring 132 52. True
Courage 134 53. The Old Clock 137 54. The Waves 139 55. Don't Kill
the Birds 143 56. When to Say No 144 57. Which Loved Best? 146 58.
John Carpenter 147 59. Persevere 151 60. The Contented Boy 151 61.
Little Gustava 156 62. The Insolent Boy 158 63. We are Seven 163 64.
Mary's Dime 167 65. Mary Dow 169 66. The Little Loaf 172 67. Susie
and Rover 174 68. The Violet. 178 69. No Crown for Me 180 70.
Young Soldiers 184 71. How Willie Got out of the Shaft 187 72. The
Pert Chicken 191 73. Indian Corn 193 74. The Snowbird's Song 197 75.
Mountains 200 76. A Child's Hymn 203 77. Holding the Fort 204 78.
The Little People 207 79. Good Night 208
INTRODUCTION.

ARTICULATION.
A distinct articulation can only be gained by constant and careful
practice of the elementary sounds. Whenever a word is imperfectly
enunciated, the teacher should call attention to the sounds composing
the spoken word. If the pupil fails to sound any element correctly, as in
the case of lisping, the fault can be overcome by calling attention to the
correct position of the organs of speech, and insisting upon exact
execution. Except in case of malformation of these organs, every pupil
should sound each element correctly before such drill should cease.
TABLE OF VOCALS.
LONG SOUNDS.

6 ECLECTIC SERIES,
SHORT SOUNDS.
DIPHTHONGS.
TABLE OF SUBVOCALS.
TABLE OF ASPIRATES.

THIRD READER. 7
NOTE.-The above forty-five sounds are those most employed in the
English language. Some of these sounds are represented by other letters,
as shown in the following table.
TABLE OF SUBSTITUTES.
EXERCISES IN ARTICULATION.
The following exercises may be used for drill after the tables are fully

understood. Pronounce the word first; then, the sound indicated.
8 ECLECTIC SERIES.
EXERCISE I.
THIRD READER. 9

10 ECLECTIC SERIES.
EMPHASIS.
NOTE.--If the pupil has received proper oral instruction, he has been
taught to understand what he has read, and has already acquired the
habit of emphasizing words. He is now prepared for a more formal
introduction to the SUBJECT of emphasis, and for more particular
attention to its first PRINCIPLES. This lesson, and the examples given,
should be repeatedly practiced. In reading and in talking, we always
speak some words with more force than others. We do this, because the
meaning of what we say depends most upon these words. If I wish to
know whether it is George or his brother who is sick, I speak the words
George and brother with more force than the other words. I say, Is it
George or his brother who is sick? This greater force with which we
speak the words is called EMPHASIS. The words upon which
emphasis is put, are sometimes printed in slanting letters, called
Italics,* and sometimes in CAPITALS. The words printed in Italics in
the following questions and answers, should be read with more force
than the other words, that is, with emphasis. Did you ride to town
yesterday? No, my brother, did. Did yon ride to town yesterday? No, I
walked.
* Italics are also used for other purposes, though most frequently for
emphasis.
THIRD READER. 11
Did you ride to town yesterday? No, I went into the country. Did you

ride to town yesterday? No, I went the day before. Have you seen
James or John lately? I have seen James, but not John. Did you say
there were four eggs in the nest, or three? There were only three eggs,
not four. Were the eggs white or blue? The eggs were white, not blue.
Had the boy a hat on his head, or a cap? He had a cap on, not a hat.
PUNCTUATION.
Punctuation should be thoroughly studied by the pupil, in order that he
may become perfectly familiar with the marks and pauses found in the
reading lessons of this volume.
MARKS AND PAUSES.
These marks are used to point off written or printed matter into
sentences and parts of sentences, and thus to assist the reader in
obtaining the meaning of the writer. They seldom indicate the length of
the pause to be made; this must be determined by the sense. A Hyphen
(-) is used between syllables in a word divided at the end of a line; as,
"be-cause," "ques-tion," and between the parts of a compound word; as,
Rocking-chair, good-by.
12 ECLECTIC SERIES.
The Comma (,), Semicolon (;), and Colon (:) mark grammatical
divisions in a sentence; as, God is good; for he gives us all things. Be
wise to-day, my child: 't is madness to defer.
A Period (.) is