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DISTRICT of MAINE, ss. B" IT REMEMBERED, That, on the first day of January, A. D. - 1828, in the United States of America, SHIRLEY & Hyde, of the said District, have deposited in this office the title of a book, the right whereof they claim as proprietors, in the words following, to wit: “Sequel to the Analytical Reader: in which the Original Design is ex

tended, so as to embrace an Explanation of Phrases and Figurative Lan

guage. By SAMUEl Putnam.” In conformity to the act of Congress of the United States, entitled, “An Act for the encouragement of learning, by securing the copies of maps, charts, and books, to the authors and proprietors of such copies, during the times therein mentioned;" and also to an act, entitled, “An Act supplementary to an Act for the encouragement of learning, by securing the copies of maps, charts, and books, to the authors and proprietors of such copies, during the times therein mentioned; and extending the benefits thereof to the arts of designing, engraving and etching historical and other

prints.” Clerk of the D of the District JOHN MUSSEY, } Court of Maine.

A true Copy as of record;
Attest, JOHN MUSSEY, Clerk D. C. Maine.

shirley & Hyde, print ERs. "

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in presenting to the public the SEQUEL to the “Analytical Reader,” we wish to state somewhat at large the objects, which we have attempted to accomplish in the following pages, both as a preparation for using the book, and that the advantages, if any, which it possesses over Reading Lessons constructed on the usual plan, may be fairly apprehended. Experience has abundantly confirmed us in the belief, that a mere compilation of Lessons, however well selected or judiciously arranged, does, in some important respects, counteract its intended effect—the strengthening and enlargement of the youthful mind.

Miss Edgeworth, throughout her books, maintains this fundamental principle—“that ideas should always be clearly connected with words, that the advancement from the known to the unknown should be in an obvious and intelligent connection, and that the most exact conformity should be preserved between the knowledge, which the mind acquires, and the vocabulary, which expresses that knowledge.” Some of the selections of Reading Lessons, which have met our eyes, were written with a design altogether above the reach of the young scholar. They contain facts above his power to understand, and allusions of which he never formed an idea. Didactic essays form the great mass of two or three of our most popular reading books. They may convey much profit to a mature mind; but to promote the intellectual growth of young persons, or to make them good readers, these selections essentially fail. In other instances, a composition may be on a level with the reader's comprehension, but being unsupplied with any thing to direct him in further inquiries, or by which he may indulge in new associations, after two or three perusals he loses all interest—the piece becomes dry and unprofitable. The Instructer in his multiplied labors, if he has the ability, has not always the time to supply new sources of interest, or add explanations and comments lt ought not to be, as we conceive, the great design of a reading book to furnish a manual by which to pronounce words accurately, to learn the difference between a comma and a colon, or to measure sentences with the proper rise and fall of the voice. The grand object should be, to give the scholar a permanent interest in the exercise—to inspire him with a relish for understanding what he reads.

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