cises in Part First more interesting and practical, a reading lesson illustrative of each rule and showing its application, has been introduced in connection with it. Believing that the young scholar may be greatly aided in learning to read, by first learning the orthography, pronunciation, and meaning of the more difficult words in the piece, such words have been arranged and defined at the head of each lesson. But, in all instances, these words have been defined in accordance with their signification as used in the piece, rather than in their general sense. As a further means of facilitating the scholar's progress, and also to induce a habit of reading understandingly (the importance of which needs no discussion), questions relating to the thoughts or the moral sentiment of each piece, and to the application of the principles and rules of Part First, have been introduced. If the answers to these are thoroughly learned, the pupil can not fail to read intelligently, and to make a proper application of the more important principles of elocution. The explanatory notes, also, furnish valuable additional information, not usually within reach of the young learner. A number of pictures from original designs have been engraved expressly for this book, for the double purpose of making it more attractive and entertaining, and of impressing more deeply on the mind of the scholar the historical facts and the moral precepts which they are designed to illustrate. And, being aware that the sentiments and impressions received in early life are the most lasting and influential, the authors have endeavored, in all their selections, to introduce only such pieces as contain facts, truths, and sentiments, worthy to be treasured in the memory, and adapted to inspire a love for whatever is excellent and praiseworthy. In conclusion, the authors would say that the translations from the German are by T. BULFINCH, author of the "Age of Fable;" and they would also very cheerfully acknowledge the valuable assistance of SAMUEL C. WILDER, in the preparation of the present and the two preceding books of the series. BOSTON, April 4, 1857. THE AUTHORS. CONTENTS. PAGE. Rule for Important Words, &c., with Examples, Rule for Direct Questions and their Answers, with Examples, 53 ...... Rule for the Disjunctive or, with Examples, .... Rule for Narrative, Descriptive Pieces, &c., with an Exercise, 70 A Fable.....American Miscellany. 65 71. A Fight with the Grizzly Bears,.. Orig. Adaptation from Reid. 260 SUGGESTIONS TO TEACHERS. THAT the art of reading has received too little attention, both in our public and pri- To relieve the tedium of studying the tables and rules in Part First thus carefully, and also for the purpose of showing their practical application, a reading exercise has been introduced in connection with each, and marked in accordance with the princi- ples of the table or rule which it follows. By this arrangement, the teacher will readily perceive the method which the authors would recommend to be pursued in A frequent exercise on the table of elementary sounds, and on the vocal, sub-vocal, and aspirate combinations, will be found of great importance in acquiring that control As often, therefore, as a class is called upon to read, it should be drilled upon the more difficult elementary combinations; and no scholar should be permitted to pass over those which occur in the reading lesson without obtaining a complete mastery of them. The exercises in correcting the erroneous pronunciation of words, as given at the head of each lesson in Part Second, will also be found both interesting and profitable, and will tend to remove those vulgarisms so frequently heard in ordinary All the words, arranged at the beginning of the piece, should invariably be spelled and defined before the lesson is read; and the teacher should suffer no word, the The answers to the questions appended to each reading lesson should also be learned The figures, standing opposite the words defined, denote the paragraph in which A class of scholars, thus faithfully taught, can hardly fail to acquire a thorough knowledge of the first principles of elocution, and the ability to apply them in what- ever they may read, or, in other words, to become good readers. (8) |