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ENTERED According to Act of Congress, in the year Eighteen Hundred and Forty-Two,

BY CHARLES W. SANDERS, In the Clerk's Office of the District Court of the United States, for the Southern

District of New York. invammoniummurinn

THOMAS B. NMITH. STEREOTYPER,

216 WILLIAM STRYKT, N. Y.

J. D. BEDFORD, PRINTER,

138 FULTUS STREKT.

PREFACE.

In the previous Numbers of the School Readers, the general design was to furnish in addition to other important characteristics, those facilities whereby the scholar might acquire an easy and fluent manner of reading,-aiming to prerent the acquisition of those pernicious habits, so commonly contracted in the perusal of first lessons. It was therefore, thought proper to reserve an exposition of the elementary principles of reading for the present work, believing that an earlier introduction of them would be attended with injury rather than benefit. Accordingly, PART FIRST of the present work, is devoted to that subject; and PART SECOND, being mainly conformed to the general plan presented in former numbers, aside from such peculiarities as the design of the work seemned to deinanıl, contains such lessons for exercise in reading, as are illustrative of the principles set forth in Part First.

The principal features which characterize that portion devoted to the RHETORICAL PRINCIPLES, will be found to consist in its brevity and general arrangement; while, at the same time. all the important principles, taught in works especially devoted to the subject are fully explained and illustrated. In order that these Lessons may be rendered of practical utility, and the principles which they are designed to set forth, as perspicuous as possible. they are accompanied with such examples as are calculated not only to illustrate the subject but also to afford appropriate lessons for exercise in reading. Each lesson is followed by a series of QUESTions, adapted to elicit a knowledge of the several topics which it embraces.

As to the importance of a concise and appropriate exposition of the Elementary Principles of reading, in a work of this kind, a doubt will not be entertained; and it is believed that its utility will be generally, if not universally appreciated. For a want of it. teachers are often compelled to make use of works, so voluminous in their character, as tend to excite a distaste in the mind of the scholar, for a study which otherwise might be rendered pleasing and beneficial.

It is often the case that scholars become familiar with the principles of Inflection, Emphasis, and the like, in theory, but derive from it little or no practical benefit. This is in consequence of not applying such knowledge when perusing their reading lessons. For this reason, the Author has been induced to add, to the ordinary questions in relation to the subject, such GENERAL QUESTIONS in regard to certain Rhetorical and Grammatical Principles, as each lesson is adapted to illustrate, and thereby bringing into practical exercise, a knowledge of the principles presented in the former part. In instances where it is thought a doubt might exis as to what Rule or remark allusion is made, the reference is noted ina connection with the question. Thus, by frequent reference to the several topics treated upon in the Elementary Part, a practical and thorough knowledge of them will be acquired.

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In making choice of LESSONS for exercises in reading, it has been tha aim to introduce those of that character, which might serve to impart practical instruction, awaken interest, excite inquiry, and inspire pure, virtuous, and noble sentiments. While this object has constantly been kept in view, another of equal importance has not been lost sight of, which is, that they possess a purt and chaste style, as well as elegance of expression.

The monotonous method of reading, so often acquired in consequence of perusing successive lessons which present one uniform style, such as historical and the like, has les to the adoption in the present work of that variety, which is calculated to prevent the acquisition of such a sameness, and afford the greater pleasure to the reader. The prevalence of the colloquial style, which characterizes ti e former Numbers, has also been regarled in the present.

Experience has fuiiy shows that the most ready and jndicious means of imparting a knowledge nf int meaning and use of words consist in giving their siGNIFICATION in connection with their use in well-formed sentences. Those words, therefore, of each lesson, the import of which is not already understood, are previously DEFINED, both in a literal sense, as well as that in which they are employed in the lesson. Also, those

the orthoepy of which might be mistaken, are divided into syllables, and the tru pronunciation designated. But in cases where there was little or perha, xolishility to mistake, no division has been made, believing that he judy neno nf the scholar should be exercised in such cases, in deteri. ning the truc Svision.-thus enabling him to acquire a practical knowledge of this department of his instruction independent of assistance derived from his book.

The NOTATION, adopted in the Elementary Part, has, to some extent, been carried out in the lessons for exercise in reading, especially in instances where there is a liability to err in regard to the true inflection and the like, and in such portions as were peculiarly illustrative of some elementary principle.

l'he principal Ovject had in view throughout the work, has been to render it a book in every respect adapted to teach the science and art of

eading. Teachers will perceive, however, that the plan of instruction nerein oresented, is by no means designed to dispense with their efforts, but rather to facilitate them.

The very great favor, manifested by the public in the ready approval and acceptance of 'e former numbers of this series, has encouraged the Author to spare ne n'outs in endeavoring to render the present number equally acceptable and worthy of patronage.

The Author would take this opportunity to express his grateful acknowledgment for the many assurances, with which, from time to time, he has been foreu on une part of those having the supervision of schou. and others interested in their welfare, that his labors have proved acceptable. And should the present number be found calculated to subserve their interest, and promote the advancement of the great object for which it is designed, his desire and purposes will be fully realized.

NEW YORK, June, 1848.

LESSON

AUTHOR PAGE

17. The Penitent Son,--at the Death Bed of his Father.. Wilson, "' 78

18. The Compass ................... London Evangelical Mag. 81

19. Vision of Belshazzar..............................Byron. 82

20. The Righteous Never Forsaken............N. Y. Spectator.

21. The Venomous Worm ....................... John Russel.

- The Serpent of the Still.................... Milford Bard.

22. Mrs. Credulous and the Fortune Teller.....................

23. Sorrow for the Dead.....

...........W. Irving. 92

24. Contrasted Soliloquies ............

isted Soliloquies ....................... Jane Taylor. 94

25. Christ Talketh with the Woman of Samaria .......... Bible. 97

- Poetry founded on the foregoing ...............J. Pierpont. 98

26. Remembrance.............................

............................. Southey. 99

27. The Winged Worshipers......................C. Sprague. 101

28. Contrast between Peace and War............... Atheneum. 102

29. Arachne and Melissa, or the Art of Happiness......... Harris. 105

30. Nobility of Labor .....

...........0. Dewey. 108

31. Speech of Ho-na-yu-wus, or Farmer's Brother ............ 109

32. Patriotism and Integrity,-Story of Regulus......... Abbott. 111

33. My Country ........

................ 113

- Sequel to the above............................ Hesperian, 113

34. The Philosopher's Scales ..................... Jane Taylor. 115

-- Education ........................... .................. 116

35. Desirable Objects of Attainment..............J. Stoughton. 117

36. Great Effects result from Little Causes.............. Porter. 120

37. Description of Niagara Falls ............... ....... Flint. 121

- Poetry on the same .................. Mrs. E. C. Stedman. 123

38. Scene on the Banks of the Hudson................ Bryant. 124

39. The Rich Man and the Poor Man............. Khemnitzer. 125

40. Time and the Traveler .....................N. Y. Mirror. 127

41. Joseph making Himself known to his Brethren ....... Bible. 129

42. The Dead Mother ......... ........................ 131

43. Field Flowers ....................

..... Blackwood's Mag. 133

44. The Power of Conscience,-a true Narrative....... Fordyce. 134

45. Midnight Musings in a Large City .............. Goldsmith. 137 ·

46. Another Old Clock ....................... Boston Register. 139

47. Landing of the Pilgrim Fathers ............ Mrs. Henans. 140

48. Rudbari and Hassan ............................. Woods. 142 -

49. Character and Decay of the North American Indians.. Story. 144

50. Difference between Man and the Inferior Animals.Jane Taylor. 146

51. Anecdote of Sir Matthew Hale....

.................. 148

52. I have seen an End of all Perfection........ Mrs. Sigourney. 152

53. To the Rainbow ........... ................. Campbell, 155

54. Christ Stilling the Tempest. .......

55. Scenery of Snake River .......... ........... W. Irving. 158

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