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

In the Clerk's Office of the District Court of the United States, for the Southern

District of New York.





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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 1

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 conforded to the general plan presented in former 1

numbers, aside from such peculiarities as the design of the work seemed

to deinand), contains such lessons for exercise in reading, as are illustra} tive 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 I might be rendered pleasing and beneficial.

It is often the case that scholars become familiar with the principles of 1

Inflection. Emphasis, and the like, in theory, but derive from it little or 1 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 subIject, such GENERAL QUESTIONs in regard to certain Rhetorical and Gram1

matical 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 1

as to what Rule or remark allusion is made, the reference is noted in. 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 loihe adoption in the present work of that variety, which is calculated to prevent the acquisition of such a same. ness, and afford the greater pleasure to the reader. The prevalence of the colloquial style, which characicrizes ti e former Numbers, has also been regarled in the present.

Experience has fuly shows that the most ready and jndicious means of imparting a knowledge of the 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 words, the orthoepy of which might be mistaken, are divided into syllables, and the true pronunciation designated. But in cases where there was little or perha, no ishiļitw to mistake, no division has been made, believing that he jud, men of the scholar should be exercised in such cases, in deter. 'ning the truc vision. - 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 Párt, 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 u 'e former numbers of this series, has encouraged the Author to spare ne , rus 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 fo oreu on the part of those having the supervision of schows and others interested in their welfare, that his labors have proved accept able. 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.


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1. Benefits of Early Knowledge..

2. Family of the New England Farmer.

3. Reverse of Fortune...

4. Wild Horses .....

5. Aspirations of Youth....

6. Gladness of Nature..

7. The Old Indian..

8. The Old Indian..

9. The World we have not seen

10. The Indian Ichneumon

11. Autumn.

12. What is Education ?..

13. Goody Blake and Harry Gill.

14. The Calling of Samuel....

--15. Leaving Home ....

16. No Excellence without Labor.

Winslow. 45

.Mrs. Sigourney. 47

..Knickerbocker. 50


Montgomery. 53

Bryant. 54

Lanman. 55

. Continued. 58




Miss. Sedgwick. 65

Wordsworth. 68

Bible. 72

Abbott. 74

Wirt. 76


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. 84

21. The Venomous Worm ...

John Russel. 86

The Serpent of the Still...

Milford Bard. 87

22. Mrs. Credulous and the Fortune Teller.


23. Sorrow for the Dead..

W. Irving. 92

24. Contrasted 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.


32. Patriotism and Integrity,-Story of Regulus.

Abbott. 111

33. My Country ......


Sequel to the above..

Hesperian. 113

34. The Philosopher's Scales.

Jane Taylor. 115

Education ......


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 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..


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. Hemians. 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..


52. I have seen an End of all Perfection . Mrs. Sigourncy. 153

53. To the Rainbow ...

Campbell, 155

54. Christ Stilling the Tempest.


55. Scenery of Snake River ..

W. Irving. 158

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