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New National Fourth Reader

Chapter 107: LESSON XLVIII.
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About This Book

A graded school reader composed of prose and verse selections—adventure sketches, nature and science descriptions, historical anecdotes, and short poems—designed to build fluent, expressive reading. Lessons include pronunciation, syllabication, and vocabulary notes, with appended definitions and a phonic chart; teacher guidance offers specific directions for reading, articulation drills, and suggestions for lesson preparation and class work. Language exercises focus on observation, word formation, and analysis, while the arrangement favors longer, coherent selections and a controlled introduction of new words to develop sustained attention, clear enunciation, and independent thinking.

LESSON XLVIII.

mel'o dy, sounds pleasant to the ear.

chant'ed, sung in a simple melody.

witch, a person supposed to deal with evil spirits.

trump'et, a hollow piece of metal used to make music.

har'mo ny, the effect produced by uniting two or more different parts in music.

WHAT THE CHIMNEY SANG.

Over the chimney the night-wind sang

And chanted a melody no one knew;

And the Woman stopped, as her babe she tossed,

And thought of the one she had long since lost:

And said, as her tear-drop back she forced,

"I hate the wind in the chimney."

Over the chimney the night-wind sang

And chanted a melody no one knew;

And the Children said, as they closer drew,

"'Tis some witch that is cleaving the black night through—

'Tis a fairy trumpet that just then blew,

And we fear the wind in the chimney."

Over the chimney the night-wind sang

And chanted a melody no one knew;

And the Man, as he sat on his hearth below,

Said to himself, "It will surely snow,

And fuel is dear and wages low,

And I'll stop the leak in the chimney."

Over the chimney the night-wind sang

And chanted a melody no one knew;

But the Poet listened and smiled, for he

Was Man, and Woman, and Child—all three,

And said, "It is God's own harmony,

This wind we hear in the chimney."


Directions for Reading.—The first two lines of each stanza may be read more slowly and with a fuller tone of voice than the rest of the stanza.

Notice that the words of special emphasis throughout the poem begin with capital letters.

Mark inflections in the last four lines of the first and last stanzas.