Reading Made Easy for Foreigners - Third Reader — Reading Notes
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Read the Text
Bonheur was the greatest woman artist that ever lived.
"The Horse Fair," Rosa Bonheur's most famous painting, was bought by an American gentleman and presented by him to the Metropolitan Museum of Art, in New York.
ALEXANDER AND THE ROBBER
_Alexander_--What! art thou that Thracian robber, of whose exploits I have heard so much?
_Robber_--I am a Thracian, and a soldier.
_Alexander_--A soldier!--a thief, a plunderer, an assassin, the pest of the country; but I must detest and punish thy crimes.
_Robber_--What have I done of which you can complain?
_Alexander_--Hast thou not set at defiance my authority, violated the public peace and passed thy life in injuring the persons and properties of thy fellow-subjects?
_Robber_--Alexander, I am your captive. I must hear what you please to say, and endure what you please to inflict. But my soul is unconquered; and if I reply at all to your reproaches, I will reply like a free man.
_Alexander_--Speak freely. Far be it from me to take advantage of my power, to silence those with whom I deign to converse.
_Robber_--I must, then, answer your question by another. How have you passed your life?
_Alexander_--Like a hero. Ask Fame, and she will tell you. Among the brave, the bravest; among sovereigns, the noblest; among conquerors, the mightiest.
_Robber_--And does not Fame speak of me too? Was there ever a bolder captain of a more valiant band? Was there ever--but I scorn to boast. You yourself know that I have not been easily subdued.
_Alexander_--Still, what are you but a robber,--a base, dishonest robber?
_Robber_--And what is a conqueror? Have not you too gone about the earth like an evil genius, plundering, killing without law, without justice, merely to gratify your thirst for dominion? What I have done in a single province with a hundred followers, you have done to whole nations with a hundred thousand. What; then, is the difference, but that you were born a king, and I a private man; you have been able to become a mightier robber than I.
_Alexander_--But if I have taken like a king, I have given like a king. If I have overthrown empires, I have founded greater. I have cherished arts, commerce, and philosophy.
_Robber_--I too have freely given to the poor what I took from the rich. I know, indeed, very little of the philosophy you speak of, but I believe neither you nor I shall ever atone to the world for the mischief we have done it.
_Alexander_--Leave me. Take off his chains, and use him well. Are we, then, so much alike? Alexander like a robber? Let me reflect.
Not many generations ago, where you now sit, surrounded with all that makes life happy, the rank thistle nodded in the wind, and the wild fox dug his hole unscared. Here lived and loved another race of beings. Beneath the same sun that rolls over your heads, the Indian hunter pursued the panting deer; he gazed on the same moon that smiles for you, and here too the Indian lover wooed his dusky mate.
Here the wigwam blaze beamed on the tender and helpless, the council fire glared on the wise and daring. Here they warred; and when the strife was over, here curled the smoke of peace.
Here, too, they worshiped; and from many a dark bosom went up a pure prayer to the Great Spirit. He had written His laws for them, not on tables of stone, but He had traced them on the tables of their hearts. The poor child of nature knew not the God of revelation, but the God of the Universe he acknowledged in everything around.
He beheld Him in the star that sunk in beauty behind his lonely dwelling; in the flower that swayed in the morning breeze; in the lofty trees as well as in the worm that crawled at his feet.
All this has passed away. Four hundred years have changed the face of this great continent, and this peculiar race has been well-nigh blotted out. Art has taken the place of simple nature, and civilization has been too strong for the savage tribes of the red man.
Here and there a few Indians remain; but these are merely the degraded offspring of this once noble race of men.
John L. Hülshof's Reading Made Easy for Foreigners - Third Reader (1909) addresses pupils who have "acquired a practical mastery of our vernacular" yet find their written expression "wofully weak." The preface frames the book as a tool for immigrants who have "decided to make this country their permanent home," aiming to instill "right ideals of social conduct" and "true American citizenship." The table of contents reveals a striking range: alongside lessons on flag etiquette and the Constitution sit entries on coffee, salt, mosquitoes, and geysers. This mix suggests that language instruction was inseparable from a broader project of cultural and scientific literacy.
Civic and Moral Instruction
The reader's civic lessons are explicit. Lesson IV, "Our National Flag," and Lesson XIX, "Essence of the Constitution of the United States," appear alongside "False Notions of Liberty" and "Republics." The preface states the author's wish to "lay the foundation of true American citizenship." Yet the book avoids overt political indoctrination; instead, it pairs patriotic topics with behavioral ones like "Behavior" and "Rules of Behavior." Lesson XXXVIII, "False Notions of Liberty," likely cautions against equating freedom with license—a theme relevant to new citizens navigating American society. The inclusion of "Franklin's Toast" and "Humanity Rewarded" reinforces a moral framework where civic virtue and personal conduct are intertwined.
Scientific Observation as a Reading Exercise
Several lessons train the reader in scientific description. Lesson LIV, "Wonderland," describes Yellowstone's geysers with precise detail: the "Castle Geyser" has a circular opening "about three feet in diameter"; "Old Faithful" plays "regularly every sixty-five minutes" and shoots water "to the height of one hundred and thirty feet for the space of about five minutes." The text emphasizes observation, noting that water in the pools is "so clear that a name written in pencil on a piece of stone and placed at the bottom of the deepest pool is seen as clearly as if held in the hand." Such passages serve dual purposes: they build vocabulary for natural phenomena and model careful attention to the physical world—a skill Hülshof elsewhere calls "The Art of Observation" (Lesson XX).
Contrasts in Tone and Subject
The reader juxtaposes practical, almost utilitarian topics with literary or imaginative ones. Lesson III, "Coffee," sits next to "Resignation" (a poem?) and "The Use of Trifles." Lesson XLIV, "Salt," follows "How to Select a Boy." This variety reflects the author's belief that reading material should be "many-sided enough to satisfy the demands of both teacher and pupils." The tone shifts from the factual, almost encyclopedic voice of "The Sea" (Lesson LIII)—"The sea is a perpetual source of health to the world"—to the narrative wonder of "Wonderland." Even within a single lesson, as in the geyser description, the prose moves from dry measurement to vivid imagery: "Louder and louder grows the noise and disturbance, till it has thrown out a few tons of water and obtained apparent relief." This stylistic range exposes learners to different registers of written English.
Readers approaching this textbook should note its dual audience: immigrant adults seeking language fluency and teachers aiming to shape citizens. The excerpts reveal a deliberate structure where each lesson builds vocabulary while modeling a mode of thinking—whether civic, scientific, or moral. The book's value lies not in literary sophistication but in its earnest attempt to make language learning a gateway to full participation in American life. Pay attention to how Hülshof balances instruction with inspiration, and how the choice of topics reflects early twentieth-century ideas about what immigrants needed to know.
There’s something tender about old schoolbooks—how they tried to hold so much in one palm, from geysers to citizenship. That blend stays with me when I think of Where We Live A Home Geography — Story, Setting & Ideas, which feels like the same quiet hand, still guiding. I sometimes wonder if we ever really left that classroom.
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