Reading Made Easy for Foreigners - Third Reader

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Reading Made Easy for Foreigners - Third Reader

The Project Gutenberg EBook of Reading Made Easy for Foreigners - Third
Reader, by John L. Hülshof This eBook is for the use of anyone anywhere at no cost and with almost no restrictions whatsoever. You may copy it, give it away or re-use it under the terms of the Project Gutenberg License included with this eBook or online at www.gutenberg.net
Title: Reading Made Easy for Foreigners - Third Reader
Author: John L. Hülshof
Release Date: May 2, 2005 [EBook #15747]
Language: English
Character set encoding: ISO-8859-1
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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