Reading Made Easy for Foreigners - Third Reader Part 1

Reading Made Easy for Foreigners - Third Reader.

by John L. Hulshof.

PREFACE

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

The pupils of this cla.s.s may be considered as having pa.s.sed 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 inst.i.tutions, 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 citizens.h.i.+p, is the heartfelt wish of

THE AUTHOR.

REMARKS TO THE TEACHER

Complete answers should be given by the pupils. The simple words "yes"

or "no" do not const.i.tute 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 cla.s.s 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 p.r.o.nunciation_ 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 cla.s.s 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 Was.h.i.+ngton 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 Was.h.i.+ngton 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, pa.s.s by; I see the s.h.i.+vering, 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: "h.e.l.lo, 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.