Part 1 (1/2)

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_.”