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One way, as the author thinks, of accomplishing this most desirable attainment, is to question the learner on the general subject, also on the derivation of words, words of improper pronunciation, punctuation, a subject little understood, &c. so that the pupil may know what may be asked him, in order to prepare himself for recitation.

This book is designed more for a reading book than a book on Elocution, therefore, but few speeches are inserted.

Because the teacher does not see an immediate improvement in his pupils, and finds that the teaching of reading in this way

takes more of his time than he is willing to give, he must not say, that it will be of no use to go on; but let each teacher remember that the training of the human mind is a very difficult task, yet it will not do to omit our labors because it is hard.

Many of our rules for reading, &c. are nearly the same as in other books of the kind, but the author believes the plan and arrangement is entirely his own. The author would advise Teachers to procure all the publications on the English Language, especially those of Dr. Webster.

Teachers, who may use this work, will find a few typographical errors, but they are so obvious that it was not thought best to make an Errata. If the public should call for another edition, they will be corrected.

JOHN D. POST. MERIDEN, Nov. 1, 1841.



General Remarks on the Sound of the Consonants,


Rules for Spelling,


LESSON I. Porcelain Tower of Nankin,

Child's Annual, 44

II. Modes of Salutation in Different countries, D’Israeli, 45

III. Edward and Charles,

Child's Annval, 48

IV. 'he Old Man's Story,

Child's Annual, 52

V. Marco Bozzaris,

Stephens' Travels, 57

VI. Marco Bozzaris, (Poetry,)

Halleck, 62

VII. What is Education,

Miss Sedgwick, 64

VIII. Time and Beauty,

Literary Gazette, 68

IX. The Provincial,

Token, 70

X. The Calm at Sea,

Coleridge, 81

XI. New England Farmer,

W. Irving, 83

XII. Not at Home,

Knares, 85

XIII: Case of Lord Mansfield's Wig,


XIV. Our Country,

Webster, 92

XV. Minna and Brenda,

Scott, 93

XVI. It Snows,

Mrs. G. J. Hall, 99

XVII. Influence of the Natural Laws on the Happiness

of Individuals,

G. Combe, 101

XVIII. A Vain-Glorious Military Chief,

W. Irving, 111

XIX. Modern Innovations,

Wirt, 114

XX. Man was made to Mourn,

Burns, 119

XXI. On Receiving my Mother's Picture,

Cowper, 122


LESSON XXII. Lies of Vanity,

Mrs. Opie, 125

XXIII. Hafed's Dream,

Todd, 138

XXIV. Reciprocities,

Dr. Johnson, 146

XXV. Poetical Scribblers,

Mrs. H. More, 149

XXVI. The Dear Bought Victory,

Anonymous, 152

XXVII. Cawdor Castle,

Miss Sinclair, 154

XXVIII. The Siege of Valencia,

Mrs. Hemans, 161

XXIX. The Piccolomini,

Schiller, 166

XXX. The Gamester,

E. More, 174

XXXI. Petra,

Stephens' Travels, 179

XXXII. The Old Soldier's Story,

Mrs. Hale, 191

XXXIII. The District School as it was,


XXXIV. Honesty,

Right and Wrong, 200

XXXV. Robert Bruce and the Spider,


XXXVI. Singular Adventures of a British Soldier in a Cam-

paign in America, Cabinet of Curiosities, 206

XXXVII. The Town Pump,

New England Galaxy, 211

XXXVIII. Reading,

Buck, 215

XXXIX. Study,

Buck, 219

XL. Mount Stewart,

Miss Sinclair, 226

XLI. A Little Girl's Lament for the Fairies, Child's Annual, 239

XLII. Time,

Buck, 241

XLII. The Indian Girl,

J. T. 243

XLIV. One Thing at a Time,

Grandfather Gregory, 247

XLV. Cruelty,

Buck, 250

XLVI. Fashions,

Paulding, 256

XLVII. Anecdotes of Learned Females,

Buck, 258

XLVIII. An Accomplished Young Lady,

Halleck, 260

XLIX. Henry of Nemours,

Child's Annual, 262

L. Francesco and his Sisters,

Child's Annual, 266

LI. Capture of a Snake,

Museum, 272

LII. The Soldier's Wife,

Token, 275

LIII. Metaphors,


LIV. Allegory,


LV. Comparisons,


LVI. Hyperbole,


LVII. Irony,


LVIII. Personification,


LIX. Apostrophe,


LX. Climax,


LXI. Vision,


LXII. Interrogation,


LXIII. Exclamation,


LXIV. Repetition,


LXV. Tropes,

Mrs. Sigourney, 303

LXVI. Inversion,



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$ 1. That the book may be useful to those who may use it, it will be necessary to mention the general design of having it taught.

After a class has read the lesson assigned, the teacher will ask the questions on the general subject of the lesson. Then let him proceed to ask the questions on the false pronunciation, and put out the words for them to spell, and together with the spelling, let them give the sounds of the vowels. Let the pupil look out every reference and tell how it applies to the particular word; for example, suppose this sentence occurs, “ My son, give me thine heart," and there is a reference to 11. 7, let him say, " That terms of,” &c., require a comma after them, therefore there is a comma after son. Again, suppose the question is asked, “ What is the derivation of the word attraction ?" let him say that it is composed of the prefix “ at,” root “tract,” and affix“ ion;" that the prefix signifies to, the root from traho, means draw, and the affix ion, means the act of, therefore, when taken together, the word means, the act of drawing to."

From the preceding remarks, the teacher and pupil will perceive the general plan designed to be followed.

NOTE.-It will be a very important exercise to require of the pupils the analyzing of sentences, that is, mentioning the

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subject, or nominative case, the predicate, or verb, and the object; as, “ Economy is no disgrace.” Economy is the subject, and, is no disgrace, the predicate.

“Syntax explains the mode of constructing sentences." In this sentence, syntax is the subject, explains, the predicate, and the mode of constructing sentences, the object.

NOTE 2.-It will not be advisable for Teachers to follow the questions as laid down in this book, but to vary them, in order to keep up an interest in the class.

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