it may be remarked, that the whole amount of space so occupied in Part I. does not exceed thirty pages; the other pages, constituting more than three fourths of this Part, contain pieces which exemplify and il lustrate the rules under which they are placed, and, at the same time, afford some of the best specimens of reading-matter, both in respect to sentiment and style. In selecting the reading lessons, both in Part I. and Part II., care has been taken that they should be new, or such as are not found in other school-books; that they should be adapted, not only to teach the art of reading, but to the capacities of the scholar; should be characterized by purity and variety of style; should be arranged in progressive order, and contain some useful instruction, suited to interest the young mind and improve the heart. It is believed that pieces, which contain some valuable thought or inculate some noble and virtuous sentiment, if written in an easy and attractive style, will be no less interesting to the young mind, and will be read a second and a third time with far more pleasure and profit, than those which consist of mere story or fiction, or sickly sentimentalism. To aid the pupil in understanding what he reads, without which he can not read well, the more difficult words in each lesson in Part II. have been defined and placed at the head of the lesson, that they may be learned by the pupil before he comes to the reading exercise. Notes, also are furnished at the bottom of the page, giving such information concerning persons or places named, or facts alluded to, as will aid the scholar in understanding the piece, or add to its interest. And, besides this, at the close of each reading lesson, questions are asked relative to the subject and prominent ideas in the lesson, and the elocutionary rules which it exemplifies. If these particulars are carefully attended to by teachers and pupils, they will do much, it is believed, not only to secure the reading of this book well, but to induce a habit of reading understandingly at all times, and thus facilitate general progress in knowledge. This REVISED AND ENLARGED EDITION, containing sixty-two pages of new and peculiarly appropriate lessons, embraces EVERY VARIETY OF RHETORICAL EXERCISES required in the school-room; but no changes have been made that will prevent the two editions being used in the same class, until the lessons of the old edition are exhausted. In making this revision and enlargement, the authors have availed themselves of the valuable suggestions from many PRACTICAL TEACHERS, both in New England and New York, whose friendly services are hereby gratefully acknowledged. BOSTON, November 26, 1866. THE AUTHORS. CONTENTS. A Substitute Defined and Explained Table of Vowel or Vocal Combinations Table of ub-vocal, Aspirate, and Vowel or Vocal Combinations Table of Sub-vocal and Aspirate Combinations Rule for Important Words, &c., with Examples Rule for the Repetition of Emphatic Words, &c., with Examples Rule for Words in Contrast, with Examples. Rule for Direct Questions and their Answers, with Examples Rule for Words and Clauses in Contrast Rule for Pause of Suspension and Tender Emotion READING EXERCISES ILLUSTRATING THE RULES. 1. The Advantages of Knowledge 2. Little Acts of Kindness. LESSONS IN READING. 4. Maxims to Guide the Young 5. Truths from the Book of Nature 183 92. Selections in Prose. Continued From Westminster Abbey, Irving. 93. Selections in Prose. - Continued. From Speech against British Fugitives, Patrick Henry. From Speech on Freedom of Debate, Webster.- From Speech 91. Selections in Poetry. From Not on the Battle-Field, Pierpont.· 92. Selections in Poetry. Continued. From Apostrophe to the Ocean, Parley's Magazine. 193 Original Adaptation from Arthur. 233* 66 66 66 66 66 274 Sheridan Knowles. 377 Hannah More. 391 Shakspeare. 411 |