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H AL ^aiHu{m|j| : ■ {■LIBRARY OF CONGRESS. $ * \fa\&£utynifid |o | i) : 0, J UNITED STATES OF AMERICA. \ VERTICAL SECTION OF THE FACE AND NECK, THROUGH THE MEDIAN LINE ANTERO-POSTERIORLY, EXPOSING TO VIEW THE NOSE, MOUTH, PHARYNX, AND LARYNX. 1, Oval cartilage of the left nostril ; 2, triangular cartilage ; 3, line of separa- tion hetween the two ; 4, prolongation of the oval cartilage along the column of the nose; 5, superior meatus of the nose ; 6, middle meatus ; 7, inferior meatus ; 8, sphenoidal sinus ; 9, posterior part of the left nasal cavity, communicating with the pharynx ; 10, orifice of the Eustachian tube ; 11, upper extremity of the pharynx ; 12, soft palate, ending below in the uvula; 13, interval of the mouth between the lips and jaws ; 14, roof of the mouth, or hard palate ; 15, communi- cation of the cavity of the mouth with the interval between the jaws and cheek ; 10, tongue; 17, fibrous partition in the median line of the tongue; 18, genio- glossal muscle; 19, genio-hyoid muscle; 20, mylo-hyoid muscle ; 21, anterior half arch of the palate; 22, posterior half arch of the palate; 23, tonsil; 24, 25, floor of the fauces; 26, 27, pharynx; 28, cavity of the larynx; 29, ventricle of the larynx; 30, epiglottis; 31, hyoid bone; 32, 33, thyroid cartilage; 34, thyro- hyoid membrane ; 35, 36, cricoid cartilage ; 37, vocal membrane. TEACHERS' MANUAL INSTRUCTION IN READING; DESIGNED TO ACCOMPANY SHELDON'S READERS. E: A. SHELDON, A. M., Ph. D., principal of oswego state normal and training school, author of "sheldon's readers," "elementary instruction," and "lessons on objects." E. HUBBARD BARLOW, A. M., n ' PROFESSOR OF RHETORIC AND ELOCUTION IN LAFAYETTE COLLEGE, EASTON, PA. ■V* NEW YORK: SCRIBNER, ARMSTRONG, AND COMPANY, 743 & 745 Broadway. 5 ** V^ ^ Copyright, 1875, by Scribnek, Armstrong, and Company. RIVERSIDE, CAMBRIDGE: ELECTROTYPED AND PRINTED BY H. 0. HOUGHTON AND COMPANY. PREFACE. This little book does not claim to be a complete Manual of Instruction in Reading; it simply contains such hints and suggestions as may be useful to teachers in the lower grades of schools, — especially those using Sheldon's series of Readers. It enters very little into the discussion of what may be termed the science of Reading, believing, as we do, that such discussions are out of place and unprofitable in the grades of schools for which these books are designed. In these grades we should deal almost exclusively with the art of reading. In the study of classifications, definitions, and rules, much time is wasted, which ought to be employed in becoming familiar with words and ideas, in forming right habits of enunciation, and getting the power of easy and natural expression. The last book of the series is designed to be a complete Manual of Reading and Elocution, and is adapted to our High Schools, Academies, and Colleges. In this book will be found a full discussion of those subjects usually treated in the more advanced reading books, with abundant illustrations and ex- amples for practice. Acknowledgments. I take pleasure in acknowledging my indebtedness to the following sources, for the valuable lessons named, as contained in the Second and Third Readers : Lessons 4, 25, 29, 39, 48, and 56 in the Second Reader, and lessons 1/8, 30, and 54 in the Third Reader, were taken from the "Nursery." Lessons 48 and 49 in the Third Reader were i v PREFACE. taken from the " Children's Hour," and lesson 26 from " Our Young Folks." Lesson 10 in the Second Reader was taken from the " Child's Paper," and was written by Olive B. Wads- worth. These books contain a few other selections, but I am unable to state the sources whence they were taken. For the most part, the lessons were prepared expressly for these books. In the higher books, the name of the author is given at the end of each lesson, and, for. this reason, need not be noticed here. I am under special obligations to Messrs. J. R. Osgood & Co., of Boston, for permission to use much excellent material, taken from their valuable publications. In the preparation of "Part Second" of the "Manual," — "Elements of Spoken English," — I am indebted to E. Hubbard Barlow, Professor of Elocution and Rhetoric in Lafayette College, Easton, Pennsylvania. The " Elocution," the last book of the series, is prepared by him. I have also been greatly aided in my work by the valuable suggestions and criticisms of Miss Sarah J. Armstrong, teacher of Rhetoric, Composition, and Literature, in the Oswego State Normal and Training School ; Miss Mary Ryan, for some time teacher of Reading in the Oswego Normal School, and after- ward of Composition and Reading in the State Normal School of Trenton, New Jersey ; and other practical teachers, to whose taste and judgment I have frequently appealed. In addition to these, I must not neglect to make honorable mention of my wife and daughter, who have rendered valuable aid in all de- partments of the work. "With the hope that this little manual may accomplish its humble mission, we commend it to the attention of the earnest, patient, self-denying teachers of our elementary schools. If they find in it anything useful to them, I shall feel fully repaid for its preparation. E. A. S. Oswego, N. Y., July, 1875. CONTENTS. PAGE Preface 3 PART FIRST. Origin and Design of the Charts 9 The New Charts 10 Alphabet and Phonic Charts 11 Design of the Readers 11 Plan of the Readers 13 Methods of Teaching Reading 13 The Word Method 13 The Sentence Method 14 The Phonetic Method 14 The Phonic Method ' 16 General Principles and Directions 17 Preparation for the Reading Lesson 22 Object Lessons 23 Exercises in Reading 23 Reading, Means of Cultivating the Imagination 25 Directions for Using the Books 26 The Primer 26 The Word Method 26 The Sentence Method 36 The Phonic Method 38 First Reader 45 Lesson 1 46 Lessons 4, 5, 8 48 Second Reader 49 Lessons 1, 2 49 Lessons 3, 7, 10 50 Lesson 11 51 Lessons 12, 23, 28, 34, 43, 45, 47, 53 52 Lessons 54, 55 53 Third Reader 53 Lesson 7 53 Lessons 10, 16, 34, 42, 44, 46, 49, 64, 65 55 Lesson 67 . 56 vi CONTENTS. Fourth Reader 56 The Substitution of Synonyms 56 Reproduction Exercises 57 Drill on the Elementary Sounds 57 Phonic Analysis 57 Suggestions and Explanations 58 Lessons 6, 7, 10 58 Lessons 13, 19, 20, 23, 24, 29 23 Lessons 30, 39, 51, 57 60 Lessons 60, 61, 65, 66 61 Lessons 69, 75, 80, 81, 83, 89 63 Lessons 92, 96, 97 64 Fifth Reader 65 Explanatory Notes 66 Lessons 24, 28 66 Lessons 30, 32, 38 67 Lessons 43, 49, 51, 53, 56, 58 68 Lessons 61, 63, 66, 68 69 Lessons 69, 71 70 Lessons 73, 74, 85, 86, 87, 88, 92 71 Lessons 94, 97, 98 72 Lessons 103, 105 73 Lessons 107, 110, 111, 113 74 Lessons 115, 116, 122, 129, 132 75 Lesson 133 76 Lessons 134, 135, 138 77 PART SECOND. Classifications 78 Elements of Spoken English. Table No. 1 81 Explanations and Illustrations of Table 82 Long Simple Vowel Sounds 83 Illustrations of 83 Short Simple Vowel Sounds 84 Illustrations of 84 Compound Vowel Sounds 85 Illustrations of 85 Perfect Consonants 86 Illustrations of 89, 93, 94 Partial Consonants 95 Illustrations of 97 Elements of Spoken English. Table No. 2 100 Table of Equivalents 101 Long Simple Vowels 101 Short Simple Vowels 103 Long Compound Vowels 104 Phonic Drill 105 Exercise on Consonants 109 Difficult Combination of Consonants Ill CONTENTS. vii Inflection 114 Illustrations in 116 Pitch 118 Rate 119 Force 120 Further Illustrations in the above 121 PART THIRD. SKETCHES of authors. Abbott, Agassiz, Miss Alcott 125 Aldrich, Elizabeth Akers, Allen, Andersen, George Arnold . 126 Aytoun, Bancroft, Beecher 127 Bjornstjerne, Elizabeth Barrett Browning, Bryant . . . 128 bushnell, burrett, calhoun 129 Carlyle, Chateaubriand, Child 130 Cicero, Clemens, Coleridge 131 Cook, Cooke, Cooper, Cozzens, De Verb 132 Dickens, Douglass 133 Drake, Eastman, Eliot, Everett 134 Goldsmith 135 Gray, Greeley. Goodrich 136 Guthrie, Harte, Hawthorne 137 Hayes 138 Hayne, Headley, Heine 139 Hemans, Holland, Holmes 140 Howitt, Hughes, Hugo 14] Ingelow, Irving, Kane 142 KlNGLAKE, KlNGSLEY, LAMARTINE 143 Larcom, Longfellow, Lowell 144 Lytton, Mackay, Maxcy, Michelet 145 Miller, Mitchell, Motley 146 Murray, Prescott, Bryan Waller Procter 4 Adelaide Procter 147 Pumpelly, Randolph, Read 148 Reade, Richardson, Ruskin, Saxe . . . . . . 149 Schiller, Scott 150 Shelley, Sigourney, Stedman 151 Stoddard, Story, Mrs. Stowe, Taine 152 Taylor, Tennyson, Thompson, Thackeray 153 Todd, Trench, Trowbridge 154 Tschudi, Tyndall, Uhland 155 Warner, Webster, Whitney, Whittier 156 "Whymper, Willis, Wordsworth 157 PART FIRST SHELDON'S Charts and Readers ORIGIN AND DESIGN OF THE CHARTS. The Word method of teaching to read was exclusively em- ployed in the public schools of the city of Oswego from the time of their first organization, in 1853, to the year 1860. In the year 1860, an experiment was made with the Pho- netic method in two of the public schools. In these schools, one-half of the children who were in the beginning classes in reading were taught according to the Phonetic, and the other half, according to the Word method ; the teachers being requested to give to each equal time and attention. At the end of the year, a committee of the Board of Education was appointed to examine these classes, and report in regard to their comparative progress. The committee reported that they were so far satisfied with the result of the experiment, as fav- oring the superiority of the Phonetic method, that they would recommend the making of a more thorough and general experi- ment during the ensuing year. Just at this time, the attention of the Board was called to the Phonic mode, as having some advantages over the Phonetic, 10 TEACHERS' MANUAL. and the following year one-half of the schools were put on the Phonetic, and the other half on the Phonic plan. The result of these experiments was the adoption of a com- bination of the Word and Phonic modes. To aid in carrying out this plan, I prepared, at that time, a series of Reading Charts, and a little Reading-Book, designed to accompany them. Such has been the success of the charts and the book, and the plan adopted in the Oswego schools, that I have been induced, at the earnest request of the publishers, to revise these charts and the book and prepare a complete series of readers. THE NEW CHARTS. The new Charts, although designed to carry out nearly the same plan as the old ones, have been prepared without any reference to them. They are put up in sets of ten and sixteen, to suit purchasers. The matter on the Charts is ar- ranged in lessons to correspond with the lessons in the Primer, which is designed to accompany them. Each lesson on the Charts contains the same words as the corresponding lesson in the Primer, although these words are sometimes differently arranged. The book is not necessarily dependent upon the Charts, nor are the Charts dependent upon the book. Either may be used independently of the other. The Primer may be used without the Charts, the same as the first book of any other series. We would, however, strongly recommend the use of the Charts, where there are several in the class to be taught. It will be easier, by their use, to hold the attention of the children, to familiarize them with new words, and to teach them to follow the lines in reading. The Charts also give variety, and hence add interest to the reading exercises. They are useful in breaking new ground, and in preparing the way for the use of the book. With a skil- ful teacher, who can print neatly and rapidly, the black-board may be made a very good substitute for the Charts. With the exception of six or eight words, the Primer is A LP HA BE 1 ' AND PH ONI C CHA R TS. 1 1 strictly a Phonic book, containing just thirty sounds and the same number of letters and combinations to represent them. While the Charts, the Primer, and the First Reader, are ar- ranged with reference to a Phonic plan of teaching reading, they are equally well adapted to the Word and Alphabet methods. The fact that the words contain but a limited and def- inite range of sounds is a strong argument in favor of the use of the Charts and the books for the Word, as well as the Phonic, method. The only distinctive characteristic of the Phonic plan that appears — aside from the fact that each letter practically represents but one sound — is the forms of Phonic analysis that appear on the Charts. When the Charts are used for the Word or Alphabet method, these analyzed words may be disregarded. The full set of sixteen Charts includes all but the last four les- sons in the Primer. As some may not care to use the Charts with the Primer, to this extent, the first ten Charts are put up in separate sets. Alphabet and Phonic Charts. For the accommodation of those who wish to use them, Al- phabet Charts, containing both the large and small letters, have been prepared. Alphabet Chart No. I. contains the large and small un- ornamented letters, and is convenient for use in drawing and describing these letters. Alphabet Chart JSTo. II. contains the capital and small letters, both Roman and Script, and is very convenient in teaching these forms. Phonic Charts I. and II., contain exercises for Phonic drill ; while III., and IV., contain large and full illustrations of the organs of speech and their position in uttering various sounds, and will be found very use- ful in all grades of schools, in imparting a thorough knowledge of the elementary sounds, and the mode of producing them. DESIGN OF THE READERS. The series of Readers is so arranged as to be complete in five books, without the Primer and Intermediate Reader. The 12 TEACHERS' MANUAL. First Reader is well adapted to such an arrangement, and the five books will be found complete for any system of graded schools. Those who wish a more full and extended course will find the Primer, Intermediate Reader, and Elocution valuable for this purpose. If a shorter course is desired, the Second Reader may be omitted. The lessons in all the lower books are largely original, and were written expressly for this series. In the preparation and arrangement of these books, I have endeavored to meet the following points : — 1. To introduce nothing but what is designed for the chil- dren. The "Manual" contains all necessary directions to teachers. 2. To present new and fresh material. A few selections that are old have been taken on account of the excellent instruc- tion they convey. With few exceptions, however, the arti- cles are new, and not to be found in any other series of Read- ers. 3. To bring in as much valuable thought, information, and moral instruction as possible, without, in any degree, sacrific- ing the utility of the lessons as reading exercises. 4. To form right habits of thought and expression in read- ing, and to cultivate a quick and lively imagination. To aid in this, the early books of the series have been very fully illustrated. 5. By a careful gradation of lessons, and by a frequent rep- etition of words in new combinations, I have endeavored to avoid wearisome drills on the same lesson. 6. To give a vocabulary of the choicest and most expressive descriptive terms, adapted to accompany or follow a well-se- lected course of object lessons, without, in any way, making such a course essential to the use of the books. The articles in the Second and Third books, and a portion of those in the Intermediate and Fourth books, have been written with spe- cial reference to such a course of lessons. 7. To give the best models of excellence in composition. PLAN OF THE READERS. PLAN OF THE READERS. If we except the Phonetic, this series of readers is so ar- ranged as to be equally well adapted to any one of the follow- ing Methods of Teaching Heading. Within the last twenty-five years, five methods of teaching reading have been prominent before the public, — the Alphabet, the Word, the Sentence, the Phonetic, and the Phonic methods. The Alphabet Method. * By this method, the children are first taught the names of the letters, ; nd they begin, at once, to spell all new words by these names. Until within a comparatively few years, this was the method universally employed, and it is still much used. It is very faulty, in that the names of the letters do not guide to the pronunciation of the word. As an illustration, take the word log. The name of the first letter is el ; of the second, the long sound of o, as heard in home ; of the third, je. Now if we employ these names in the pronunciation of the word, we have el-o-je — and this comes very near to el-o-gy — a significant word with a very different meaning from log. THE WORD METHOD. In this method, we begin by teaching words, which the chil- dren learn to recognize as wholes, and as the representations of ideas. This method is now extensively used ; and, when others are employed, they can be considered as only accessory to this. It has ever been by learning to recognize words as wholes that children who have been taught the names of the letters have learned to read ; for, when a child has spelled a word by nam- ing all the letters that enter into it, he knows no more about its It TEACHERS' MANUAL. pronunciation than if he had not spelled it ; the teacher must give him the word, and, if he forgets it, she must give it again and again, until he learns to recognize it; and this is the Word method, with the useless appendage of learning the names of the letters. THE SENTENCE METHOD. This consists simply in treating whole sentences as we treat words, in the Word method; the sentence bearing the same relation to the thought that the word does to the idea. The child being in possession of a thought, the sentence represent- ing that thought is placed before him, and he learns to recog- nize it as a unit. It is claimed for this plan that it has decided advantages over any other, in teaching the children ease and naturalness of expression ; and I think this much, at least, may be justly claimed for it. It is well to train the child to keep the eye in advance of the voice ; and this method requires him to do this. I am satisfied, however, that, after a few short, simple sentences are taught in this way, the child begins to recognize the separate words in the sentence, and very soon comes to rely on his knowledge of words, rather than of sentences. THE PHONETIC METHOD. In this method, as advocated by Mr. Pitman, as many distinct characters are employed as there are sounds to be represented. All the ordinary letters of the alphabet are used, and to these are added sixteen characters ; making, in all, forty-two letters or characters. Each character always represents its own distinctive sound. All the words are spelled by the sounds that enter into them ; that is, phonically ; and no silent letters are ever used. This gives to the printed page an unusual appearance, and a casual observer would hardly recognize it as English. It is claimed for this method that it avoids nearly all the se- PLAN OF THE READERS. 15 rious difficulties which meet the child at the threshold of learn- ing to read by the Alphabet method. In the old alphabet, the same character represents differ- ent sounds in different words, and often in the same word, and, as often, perhaps, it is silent ; again, the same sound is repre- sented by different characters, and the child has no means of determining what sound to give a letter, or whether to give it any sound, until he has been told in each case. In phonetic type, this difficulty is removed ; for, when the child has once learned the sound represented by each character, lie has the key to the pronunciation of every new word, and is able to go on rapidly, and without. the direct and constant aid of the teacher. The reading of the phonetic type is continued for a year or two, when the children are transferred to the common type. It is also claimed for this method, that it secures clearness and distinctness of articulation, and adds interest to the reading, because, by it, the pupils are able to help themselves, and thus to progress more rapidly in their work than by the ordinary Alphabet or Word method, in which they are dependent upon the teacher for each new step. After careful examination and trial of the method, I am sat- isfied that these claims can be fully sustained ; and yet the pub- lic has not been willing to receive it. The introduction of new characters, and the omission of silent letters have not been popular elements in the method ; and wherever it has been tried, it has, sooner or later, been rejected. At one time, a publishing-house in Cincinnati issued read- ing-books and periodicals in the phonetic type, and did a great deal to create an interest in this method. At present, we are not aware that any such publications are issued, or that any locality employs this method. Systems of " Pronouncing Type " are employed, with more or less success, as substitutes for the Phonetic type ; hut these cannot properly be called phonetic type, for silent letters are represented as well as the elementary sounds. 16 TEACHERS' MANUAL. THE PHONIC METHOD. This differs from the Phonetic method in that only the un- modified letters of the common alphabet are employed. The mode of teaching is the same. No letter employed in the first book of this series of readers represents more than one sound, with the exceptions mentioned below, and new sounds are gradually introduced. Only the short sounds of the vowels are employed, but no distinctions are made between the short, the obscure, and the short obtuse sounds, believing that these dis- tinctions have no bearing on the main object had in view,— to give the children a key by which they will be able to help them- selves to the pronunciation of words. The following letters and combinations are found in the Primer, each character represent- ing but one sound, with the exceptions stated. Short, simple vowels, a, e, I, o, u, 5. Long compound vowels, ow and oy, 2. Simple consonants, b, c, d, f, g, h, 1, m, n, p, r, s, t, v, w, y, and z, . . 17. Compound consonants, j, x, and ch, 3. Digraphs, sh, th, and ng, 3. This gives us thirty characters and thirty sounds. The letter s represents the soft sound of c as heard in song, in all words except is, his, and has, which, to avoid confusion, are taught as words. C represents the sound of k, and k and q are omitted. This method has all the advantages of the Phonetic plan, with none of its objections. By this plan, the pupil is trained to observe carefully the sounds that enter into each word, and the results of the various combinations, as indicated by pro- nunciation. It tends to cultivate clearness and distinctness of articulation, and enables the pupil, very soon, to help himself in the pronunciation of new words. The child may not be conscious of the recognition of sounds as belonging to certain characters or combinations beyond those to which his attention is especially directed ; and, yet, he in- GENERAL PRINCIPLES AND DIRECTIONS. 17 stinctively does this, and thus, in time, is able to form an approximate idea of the pronunciation of new words. If he sometimes makes mistakes, these are soon corrected, and, in this way, he acquires new words. As he grows older, he becomes conscious of this process, and applies the knowledge he uncon- sciously gained at an earlier period. Without this power, the process of learning to read would be exceedingly slow and difficult. The Phonic plan will aid the child, in this direction, very much, and will give him power to pronounce new words at once, without the aid of the teacher ; and he will thus advance much more rapidly in his reading. This has been proved by the most thorough tests. This plan is also a great help in learning to spell. By the pro- cess of analysis, the child observes carefully all the elements that enter into the word, and is thus better prepared to spell it. This process is also an excellent disciplinary exercise, cultivat- ing the ear and the voice, as well as the eye. We find a large number of children in our public schools, who have a foreign .ac- cent, and in no way can we so quickly and effectually correct this, as by phonic drill. GENERAL PRINCIPLES AND DIRECTIONS. Before entering upon a discussion of the different methods of teaching reading, it may be profitable to consider, briefly, a few general principles. I. Ideas come before words. Before giving children words and sentences, awaken in their minds the ideas and thoughts of which these are the visible expressions. To aid in this, all the early books of the series have been fully illustrated. II. Do not tell a child that which he can, by reasonable ef- fort, find out for himself. The knowledge that he acquires by his own exertion is not only made permanent, but the. effort put forth in obtaining it, imparts strength and self-reliance, which are worth more than the knowledge gained. The disci- 18 TEACHERS' MANUAL. pline is also invaluable to him in forming right habits of study. III. Activity is a law of childhood. Therefore provide the children with something to do. If you do not give them con- stant employment, they will find it for themselves. IV. Change is rest. Variety lends additional interest. Do not, therefore, conduct every recitation in the same way ; introduce as much variety as possible. V. Avoid too long lessons. Never continue a recitation up to the point of weariness, but dismiss the class before the interest flags. From fifteen to twenty minutes is as long as little children can be held profitably. As the pupils advance in age, the time may be gradually extended. VI. Be careful to avoid a high key in reading ; also, all monotonous, drawling and sing-song tones. Cultivate an easy, conversational style, and perse veringly hold to it. All weariness and languor are sure to manifest themselves in the tones of the voice ; hence, the importance of the caution given, not to continue the recitation under such conditions. VII. The division into lessons is not designed to indicate how much is to be accomplished at each session of the class, but is rather to give a division of topics. One section often contains sufficient for several exercises. It is quite impracti- cable to prescribe lessons for all classes and teachers. One teacher is able to accomplish much more than another ; and the same teacher is able to do more with some classes than with others ; hence, the amount for any given recitation must be left mainly with the teacher. Any indications, therefore, that may be given in regard to the work of any recitation, must be regarded only as suggestive. The teacher must rely on her own experience and judgment. VIII. Avoid too much drilling. Nothing is better calcu- lated to drive all life and interest out of a class, than long- continued and oft-repeated drills on the same lesson. This is frequently done with the idea of being thorough, but I am satisfied that grave mistakes are often made just here. GENERAL PRINCIPLES AND DIRECTIONS. 19 These inane repetitions are at once unnatural and stupefying in their tendencies. It is not the way the child learns in the school of nature." Outside of the school-room, he gathers ideas, here and there, and often in rapid succession. Many of these seem to pass away, almost as quickly as received ; but in his communings with others, and with the objects of nature about him, the same ideas come up, again and again, until they become a part of his very thought and life. If we were to stop to drill into the child every new idea or expression in such a way that he might never forget it, we would disgust him with every new acquirement. Knowledge is necessarily a matter of growth. It comes to us, like the light of the morning, by slow degrees. Who does not, at each repeated reading of a valuable book, gain new ideas ? Are we not all conscious of the growth of our ideas ? We should, then, be content, if the child, at the first presenta- tion of a truth, gets only the faint glimmer of the dawning light. At the second view, he will see more than at the first, and, at each repeated presentation, his vision will grow broader and clearer. I have endeavored, by a careful gradation of difficulties, and by a frequent repetition of words, so to arrange the successive lessons in these reading-books, as to avoid much drilling on the same lesson. To a great degree, each new lesson is a review of former les sons ; and thus, by frequently meeting the same words in new relations, the pupil becomes familiar with them, without wear- iness or loss of interest. IX. Allow no pupil to answer in recitation, unless he is called upon. If the teacher wishes to know how many in the class are able to answer, he may ask such to raise the hand, and then he may call on any one, at his discretion. Do not put too much reliance on the raising of the hand, however, as an indication of the knowledge of the class. Nothing can take the place of per- sonal examination. Each individual should be carefully ques- tioned. Simultaneous recitation is useful at times, but is liable 20 TEACHERS 1 MANUAL. to great abuses. We may resort to it occasionally, to bring out the voices of the children, to regulate the rate of utterance, to wake up a class, or to fix in mind some word or statement, but never as a test of thoroughness. X. Children are great imitators, hence the importance of right example. With this view, select, occasionally, one of the best readers in the class to render a passage, while all the rest observe and note the praiseworthy points, and then let others try to do as well. The teacher may, also, occasionally give such examples, to be followed by similar criticisms and exercises. As a rule, however, it is better to let the children give the examples. I would urge two reasons for this ; — in the first place, I am satisfied that children imitate those of their own age more readily than they do older persons ; and, in the second place, it is always better to let the chiluren do as much of the work as possible. XI. Be careful not to let the criticisms run too much into fault-finding. Words of encouragement always go much farther than words of censoriousness, even in correcting faults. Criticism implies something more than the point- ing out of defects. Its office is to hold up to view good, as well as bad, qualities. If objections are made, let the reasons for them be clearly stated, and the remedy indicated. XII. Do not depend too much upon the eye for criticisms. Verbal errors are of less consequence than the general render- ing of the thought. For this reason, give preference to the ear, in making your criticisms. XIII. You will succeed in making permanently good read- ers, only by leading the children to form right habits in read- ing. For this reason, insist on the children's reading and reciting correctly in all their class exercises. XIV. As the thought should always go before the expres- sion, so the eye must always anticipate the voice. Carefully train the child in this somewhat difficult achievement. He who frequently gives his eye to his audience, reads with the best effect. Let the children practice this as soon as they are GENERAL PRINCIPLES AND DIRECTIONS. 21 sufficiently familiar with words to do it. In this way they will soon acquire the power of taking in whole sentences with the eye before they are ready to enunciate them, — a very impor- tant element in good reading. XV. The posture, whether sitting- or standing, should be erect. If sitting, rest the entire soles of the feet on the floor. If standing, place the heel of one foot nearly opposite the instep of the other foot, a little removed from it, and at an angle of about forty-five degrees with it. Rest the prin- cipal weight of the body on the foot thus turned, changing from one foot to the other as often as necessary to relieve the sense of weariness. The head should be erect and the shoulders thrown back so as to give the fullest freedom and capacity to the organs of the chest. Let the book be held in the left hand with the thumb and little finger on the inside of the book to keep the leaves down, and three fingers under the book. This leaves the right hand free to turn the leaves. The children should not be asked however, to maintain this exact position very long at a time. If the children sit during the recitation hour, and only rise when they are called upon to recite, they may observe the position as above directed while actually engaged in reading, but, when sitting, may change positions. Children can not remain long in one position. Do not allow weariness of any kind to draw off the attention and detract from the interest of the lesson. XVI. Instruct the children to fill the lungs with air before commencing to read, and to breathe so often that it will not be necessary for them to take quick, or long, deep respirations, while reading. The breathing should take place at those points where the voice is necessarily suspended, and should be so quiet as not to be heard by any one listening. Frequent exercises by the whole class, and, occasionally, by 22 TEACHERS' MANUAL. the whole school, in full, deep breathing will be found very beneficial in strengthening the lungs and giving force and volume to the voice. Let the breath be taken in and given out slowly and quietly through the nostrils, without any motion of the shoulders.- At such times, let the windows be thrown open to admit fresh air. PREPARATION FOR THE READING LESSON. The first step in the preparation of every reading lesson should be taken in the recitation. All obstacles that can- not be overcome by the children alone should be removed before they are left to themselves in their preparation. In the more advanced reading lessons, let the teacher call atten- tion to all new and difficult words, and see that all the mem- bers of the class are able to give their meaning and pronounce them correctly. Let the teacher next read the lesson before the class in as expressive a manner as possible, while all, with the book open before them, follow her with the eye. The teacher may now question them to know that they get the general thought of the author, so that they may read it intelligently when alone, and before coming to the next recita- tion. At the opening of the next lesson, let the teacher ques- tion the children : 1. As to the subject of the piece. 2. As to the persons or principal objects named. 3. As to the leading thoughts or incidents recorded. Let different members of the class give these in their own lan- guage. 4. As to the meaning and pronunciation of the new and more difficult words. In this connection, it would be well to have the youngest children pronounce the words in order, around the class ; first forward, and then backward, as directed under Word Method. This may be followed by other exercises, as there indicated. Nothing will aid the children more in learning to read, than OBJECT LESSONS. 23 much reading aloud at home. This the teachers should encour- age as far as possible. Let the lessons be read aloud to their parents or older brothers and sisters. In addition to this, en- courage them to subscribe for some one or more of the many excellent children's magazines. OBJECT LESSONS. A course of object lessons, given in connection with the reading lessons, or in anticipation of them, will greatly facili- tate the progress of the children in their reading. By means of these lessons, a large number of words, both oral and written, will be added to their vocabulary, and a large amount of reading from the board will be given. For a plan of these lessons, and full directions in regard to them, see " Manual of Elementary Instruction," and " Lessons on Objects," prepared by the author, and published by Scrib- ner, Armstrong, & Co., New York. These lessons will also prepare the way for a better under- standing of the terms employed in the reading lessons and the allusions to various objects in nature. If such a course is not systematically given, wherever descriptive terms occur, or ani- mals, plants, or other objects are mentioned, the teacher should be careful to give the necessary illustrations and information, that the children may have the ideas clearly before them, and that their interest may be awakened. EXERCISES IN READING. Endeavor to get as great a variety in the reading as possible. With this view, the teacher may vary the plan of drill. I. Let the children pronounce the words in turn around the class, as they occur in the sentences ; first forward, and then, backward. This is a capital exercise for holding the attention, and training them to keep their places and follow the lines. II. The teacher may read one word, and the class, the next, and then reverse the order. 24 TEACHERS' MANUAL. III. Read from pause to pause. 1. As directed for words in I, 2. As directed for words in II. IV. As an occasional exercise, the class may read in con- cert. 1. To wake up the class. 2. To bring out the voices of timid ones. 3. To check the speed of those who are too rapid. 4. To quicken the speed of those who are too slow. 5. As an exercise in pronunciation. V. Arrange the class in sections, two or more, and let them alternately read in concert successive lines, sentences or stan- zas. As a variety, this will add interest, and help to wake up a class. VI. Pupils may be called upon to read, in turn, the same paragraph, the class, or teacher, or both, deciding as to the one who reads best. VII. Let the children read, paragraph by paragraph, as di- rected by the teacher. VEIL Let each child read until he makes a mistake, when one of those who first discovered the mistake may take up the reading, the teacher selecting the person. IX. Call on a child to read, telling him to continue until another is named. Interrupt him during the reading of the sentence, by calling on another. If the second is not ready to take up the reading, promptly, call on a third, etc., etc. This requires the closest attention on the part of the class. X. Let the pupils, in turn, stand before the class or school, and read a lengthy paragraph, or several short ones, to be fol- lowed by class criticism. Occasionally, an entire selection may be read by a pupil previously designated. XL Have an occasional dialogue or recitation before the class or school. XII. Occasionally, the teacher may read, and the class re- peat in concert, imitating the teacher. This, however, should only be done to give variety. As a rule, it is better that CULTIVATING IMAGINATION. 25 the children should give their own interpretation of the ideas contained in the lesson, modified by the suggestions and criti- cisms of the class and teacher. XIII. A lively interest may be awakened by choosing sides, as is sometimes done in spelling. The teacher, or one of the pupils chosen by the class as umpire, deciding which side makes the most mistakes ; or each pupil may be required to take his seat as soon as he makes a mistake. XIV. The teacher may, now and then, read a selection be- fore the class, and the class reproduce the same on their slates, or on paper. This is an excellent exercise in cultivating the power of at- tention and language. XV. Frequent drills on the elementary sounds, without any reference to the characters that represent them, will be found very useful. The children may be exercised in giving these in different keys, and with different degrees of force. This will lend interest to the exercise. READING TO BE MADE A MEANS OF CULTIVATING THE IMAGINATION. One important design of the illustrations is to cultivate the habit of forming vivid conceptions of what is read. Reading should be made very useful as a means of cultivating the imagination. With this view, after the children have been questioned on any given picture, until all the ideas it contains have been brought out, let them shut their books, and tell all they can of the picture. As the imagination becomes more vivid, and better able to create its own pictures, the illustrations are dropped. Where objects or scenes are described without an accompanying illus- tration, let the children close their eyes, and try to see the things referred to in the lesson. To help the children, the teacher may sometimes give a vivid description, a sort of word-picturing of the ideas contained in the lesson, and 26 TEACHERS' MANUAL. then question the class as to how many have the picture in their minds. Teachers cannot give too much attention to this important part of culture in reading. Do not allow the chil- dren to form the pernicious habit of reading without ideas. The object of the reading exercise is to teach the children to express correctly the ideas represented on the printed page. If they do not have the ideas, they cannot express them intel- ligently. As a rule, the more vivid the conceptions of the children, the better their reading will be. DIRECTIONS FOR USING THE BOOKS. THE PRIMER. The Alphabet method is so nearly obsolete in our best schools, that I do not deem it necessary to give detailed direc- tions as to a mode of using it. Nor do I like, in this way, to encourage teachers to employ it. A teacher who will take the trouble to study any plan, will prefer to study the best. The Charts and the Primer contain full alphabets of both small and large letters. In the Primer, as on the Charts, new letters are introduced gradually, and the child should be taught the new letters as they appear in the successive lessons, and led at once to make a practical application of what he learns, by combining the letters into words, and the words into sen- tences ; — in other words, by reading. Exercises in selecting and naming letters may be had, as di- rected under Phonic Method, using the names instead of the sounds. The Alphabet Charts may also be used to advantage in this drill. THE WORD METHOD. The design of this method is to teach the children to recog- nize words as signs of ideas, without giving any attention, at first, to the elements of which these words are composed. DIRECTIONS FOR USING THE BOOKS. 27 The children learn to recognize the words by their forms, as they learn to recognize other objects. Let the teacher begin by a familiar conversation with the children about the cat. In all the early lessons, the teacher should aim to get the children to talk freely. A little time spent in familiar conversation is by no means lost. The following may serve as a suggestion : " How many have cats at home ? What can you tell me about their color ? What about their size ? What do they do ? What do they do with the mice ? What do they do with the rats ? How many have seen cats that didn't get enough to eat ? How did they look ? How did the cats look that had plenty to eat ? " Call their attention to the picture of the cat on Chart No. I., Lessons I. and II., and ask them what it is. " Why do you say it, is a cat ? What can a cat do ? How many think this cat can catch rats and mice ? How many think she can run ? How many think she can mew ? Then, why do you say this is a ca t? " — By questions of this kind, lead them to say that it is the picture of a cat, and not a real cat. " What do you think about the cat of which this is the picture ? What do you think about her having enough to eat ? " " What is this ? " — pointing to the picture of the cat in Les- son III., on the same chart. — "What do you think about this cat's having enough to eat ? Which of these cats, do you think, has the most to eat ? Why do you think so ? Susan may point to the fat cat. John may point to the lean cat." The teacher may now point to the word cat, and say to the children, "This, too, is a kind of picture, and means the same as the picture of the cat. It is a picture of what you say, when you say cat, and we say it is the word cat, or cat. What is this ? " pointing to another word like it, " and this, and this," etc. — Teacher. — Who would like to point to one of these words, and tell me its name ? As many as would, may raise their right hands. — In turn, let the children select and name the 28 TEACHERS' MANUAL. word cat, until they can do it quite readily ; the class always deciding as to the correctness of the selection. Teacher. — When I asked, at first, " What is this picture? " some of you said, "A cat" I will now show you a picture of what you said. — The teacher, pointing to the words, a cat, says, "This is it, and we call it — a cat. As I point to it, George may speak it." Call on several members of the class to speak the words, and lastly, on the whole class as one. If there is difficulty, at first, growing out of the diffidence of the children, to get them to speak separately, the teacher may allow them to answer together, until a little of this embarrass- ment has worn off; and afterwards resort to individual an- swers. Exercise the class in naming and selecting, as with the word cat. The teacher should be careful about the pronunciation of the letter a, as it stands connected with other words. It has very nearly the sound of a as heard inr advice, liar, mental. It is nearly the short sound of a quickly and slightly pronounced and in close connection with the word to which it belongs, as heard when we are reading and speaking. A common error is to give it the sound of a, as heard in hate. To avoid this, do not allow the children to pronounce it alone, but always in connection with the word to which it belongs. Let the teacher place the words cat and a cat several times on the board, arranging them indiscriminately, and exercise the children as on the chart. If the charts are not employed, the board may be used as a substitute. As the words are printed, the children may be asked to name them, and, afterwards, to select as the teacher names. Let the exercise on the board be followed by an exercise with the children at their seats with the Primer. Let them open the book to Lesson I., and have an exercise in naming and selecting the words cat and a cat, as on the board and chart. If this lesson is found to include too much, the teacher may divide it into two lessons. Begin the next reading lesson with a brief review of the DIRECTIONS FOR USING THE BOOKS. 29 previous one. Take next the picture of the mat, and the words accompanying it, as found in Lesson I., and treat" them as directed for the picture of the cat and the words cat and a cat. Begin with a familiar conversation about a mat. " How many have seen a mat ? Where ? What its use ? " &c. Suggestions made for the former lesson are good for this. No set form of words, or questions, or exact plan, can be fol- lowed. Catching the spirit of the plan, each teacher must work it out in her own way. Principles cannot be too care- fully observed, or too rigidly followed; but the method of applying them must come from the teacher, if she would be truly successful. The same exercises, in the same order, may be had with these words as with cat and a cat. In Lesson II., the pictures of Lesson I. are repeated for the purpose of teaching, in a practical way, the difference in the use of a and the. We have here three new words, — this, is, the. Call the attention of the children to the picture of the cat in Lesson I., and question them as follows : — " What is this ? Who will find another picture just like it on this chart ? James may point to it. Is this the cat ? " — The children answer, " It is." — Lead them to make the full statement, " This is the cat" — " What did I ask ? What did you answer ? How many would like to see just what I asked? Here it is" — pointing to the first question in Lesson II. — " You may read it." — If the children hesitate, the teacher may repeat the question, and the children repeat it after her. — " When I asked, ' Is this the cat ? ' what did you answer ? Who would like to read this answer on the chart ? Here it is. John may read it." Question them in regard to the mat in Lessons I. and II., as in regard to the cat, and lead them to read the sentences oppo- site the picture of the mat, in the same way as those opposite the picture of the cat. The teacher points to the sentence first read, and asks, tl Who will read this ? 5 ' and, in succession, calls, in the same way, for the reading of the second, third, and fourth. She then points to them indiscriminately, and calls 30 TEACHERS' MANUAL. for the reading. She may now repeat the sentences, one at a time, and call on the children to find them. Let her now- print these sentences on the board, and exercise the children in reading and selecting, in the same way as on the chart. Follow with similar exercises in the book, in selecting sen- tences called for by the teacher, and in reading them. Until the children are able to handle the books quite readily, it is better to have these reading exercises at their seats, with the book open before them ; the left hand on the book to keep it open, and the right hand free to point to the words. The next lesson on the chart should begin with a review of the sentences in Lesson L, consisting of the exercises in reading and selecting, as at the previous lesson. The teacher now points to the last two words in the first sentence of the second lesson, the cat, and asks, " Who can tell me what these words are ? " If no one is ready to answer, let the children read the sentence again and observe what the words are called. Let them now, in turn, select other combinations like them. Treat the words the mat as found in the third and fourth sentences, in the same way. Let the pupils name these combinations as the teacher points, sometimes to one and sometimes to another. Let them select as the teacher names. Next, call their atten- tion to the first word in the first sentence, — is, — and then, to the first word in the second sentence, — this, — and treat them in the same way as the combinations, the cat, and, the mat. Exercises on the board and in the book should follow as in previous lessons. It will be observed that I have directed to jiave the word the -taught in combination with the word to which it properly be- longs. My object in this is to avoid a wrong pronunciation of the word. When used in combination with other words, the final letter has the sound of e as heard in blotted, panel, fuel, which is something like short e, slightly and quickly pronounced, and it is difficult to give it correctly when uttered alone. It is better, therefore, to let the children always speak it in combination with the following word. DIRECTIONS FOB USING THE BOOKS. 31 The word, when it occurs in combination with another word, has the same sound as the syllable the in the word never- theless. Another plan for teaching Lesson II., would be, to begin with the words, as in Lesson L, and so build up the sentences. Take first the cat, second the mat, and then the words is and this, and treat them as directed for the words and combinations in Lesson I. The teacher can choose between the two plans. In Lesson III., we have but two new words, — on and fat, and pictures of a different cat and mat. Remind the children of the first conversation about the cat, and ask, " What did you say of this cat ? " pointing to the cat in Lessons I., and II., and, " What did you say of this cat ? " pointing to the cat in Lesson III. " What kind of a cat do you say this is ? " Children — A fat cat. " How many of you would like to see a picture oJ what you say ? Here it is," pointing to the words, " and here it is again." Let the children repeat the words as the teacher points to them. " Willie may now show me the word cat. Esther may show me the word fatP If they fail, the teacher, at once, points to the words, and afterwards, in succes- sion, to the same words on different parts of the chart ; the children naming the words, either individually or as a class, as directed by the teacher. The children should not be allowed to answer, unless called upon by the teacher. They may indi- cate their readiness to answer, by raising the hand. Before teaching the word on, the teacher may bring out the idea it represents in some such way as this ; — she places the book on the table, and asks, " Where is the book ? Where is it now?" placing it on the chair; and, "Where now?" plac- ing it on her hand, or on the floor, etc. " And where is this cat in the picture ? " pointing to the picture of the fat cat on the mat. — " How many would like to see the word that means on f Here it is ; what do you call it ? Here it is again, and here, and here again, and again," the children giving the word every time the teacher points. Let the children, in turn, select the word as many times as they 32 TEACHERS' MANUAL. can, naming as they select, and the class deciding as to the correctness of the selection. They have now had all the words in Lesson III., and are prepared to put them together into sentences, or to read. It will interest them much more to read something that ex- presses a complete thought, than to read single words or phrases ; and, in this way, they will sooner get the true significance of the words. A few questions may be put to them, preparatory to reading the sentence in which these new words occur. Call their attention to the picture of the fat cat on the mat, at the lower right-hand corner of the chart. Teacher. — What is this ? pointing to the cat. Children. — The fat cat. Teacher. — Where is the fat cat? Children. — On the mat. Teacher. — Now tell the whole story. With a little conversa- tion of this kind, the teacher should lead them to say, u The fat cat is on the mat." Teacher. — Yes, that is right ; and here is just what you say, and you may read it to me from this chart. The teacher points to the statement, and the children read it. Let them now select the words fat and on in this sentence ; and, if there is time, other words may be selected and sentences read. Continue the exercises on the board and in the book, as before directed. The work should be continued on this chart, until the children are able to read all the sentences contained on it. As soon as they are able to select quite readily the words in their books, at their seats, they may bring their books to the class, and, holding them in their left hands, leave their right hands free to point to the words selected. In Lesson IV., the new word is bat / in Lesson "V., rat/ and in Lesson VI., hat y all of which are to be treated in the same way as directed for cat and mat. In Lesson VII., we have four new words, — has, his, lad, and pad. The last two may be taught in the same way as cat and mat. As soon as the children are able to select readily the word lad, again call their attention to the picture and ask, " What is this ? " The children will answer, "A lad." Lead DIRECTIONS FOB USING THE BOOKS. 33 them to make the full statement, " This is a lad.'''' Then ask, " How many of you would like to read from the chart what you say ? Here it is ; Anna may come and read it." Let the class read it. After the word pad is learned so that the chil- dren can readily recognize it, the teacher may ask them, what the lad has. Let them make the full statement, " This lad has a p>ad." " Mary may read this from the chart, as I point to it. Ellen may read it. Susan may show me the words, a pad, Frank may show me, this, and George, lad. What word has not been pointed out in this sentence ? Who will point to it ? Charles may show it to me. What is the name of this word ? " If no one is able to tell, question as before, and get the class to make the oral statement, and then let them read it from the chart, observing carefully each word as they cdme to it. By thus comparing the oral with the printed statement, they will see that the word must be has. Let them now select all the words like it which they can find on the chart, and treat them as other new words have "been treated. Before reading the third sentence, the teacher may ask, " What has the lad besides a pad ? What has he on his head ? What, then, may you say the lad has ? " Take nothing short of the whole statement, " This lad has a hat" " Edward may read this sentence from the chart, as I point to it ? " Let them next read the fourth sentence. Before reading the fifth sentence, let one of the boys in the class take his own hat in his hand. Ask the class what the boy has in his hand. They will answer, " His hat." Teacher questions again, "Whose hat?" Children answer, "His hat." Ask the children whose hat it is that the lad in the picture has on his head. Lead them to make the statement, " This is his hat." Let them next read it from the chart. "What new word do you find here ? " Treat this as directed for has, and let the chil- dren read the remaining sentences in the lesson. Throughout this work, the exercises on the board and in the book must be continued as directed. The amount to be accomplished at each lesson must be left 34 TEACHERS' MANUAL. to the discretion of the teacher; I have only indicated the general plan to be pursued. In Lesson VIII., we have three new words, — nag, cab, and. Begin by questioning the children as to what they see in the picture. Among other things, they will doubtless say, " A horse, a wagon, and a boy ; " the terms nag, cab, and lad must be given them as substitutes, meaning the same thing. Teacher. — What can you say about the size of this horse? How many have seen mVich larger horses than this ? A small horse like this we sometimes call a nag. What do we some- times call a small horse like this ? And this is the word that means nag, — the teacher pointing to the word. Exercise them, as before, in naming and selecting. The teacher will tell the children that a wagon which looks like this is called a cab. We often see cabs in large cities. Treat cab as nag. Teacher. — What two words have you just learned? Children. — Rag and cab. What word did you put be- tween nag and cab ? Children. — And. Teacher. — Yes ; here it is, pointing to it on the chart. Treat this as the other words. After a little exercise on the board, in naming and se- lecting, the children are prepared to read, first from the chart, and then from the book, all contained in Lesson VIII. Before the statements are read from the chart, they may be brought out by questions, as in Lesson VII., in oral statements, or they may be read at once, word by word. It is hardly necessary to continue these directions. Suffi- cient examples have been given to suggest the general plan of procedure. It will be observed that the effort has been to awaken the idea, and make that distinct before giving the term. If this principle is carefully observed, the teacher may follow her own plan in working it out. To aid in this, each picture is de- signed to illustrate the principal ideas contained in the text ac- companying it. All the new words in each lesson are arranged at the head of the lesson, both on the charts and in the books, as a con- DIRECTIONS FOR USING THE BOOKS. 35 veuience to the teacher in calling the attention of the children to them, and as an exercise in selecting words. Their meaning is often better brought out by calling attention to their position in the sentence, than by treating them in an isolated way, as already illustrated in teaching a, an, the, this, is, his, and has. In such cases, let the children read the sentence at once, as an expression of the idea previously brought out by the teacher. A subsequent exercise in selecting and naming may be had. But the teacher must exercise her own ingenuity and judgment as to the best plan for bringing out ideas. No spelling of any of the words should be attempted ; and no special effort need be made to teach the names of the letters, as they can be of no possible service to the children in learning to read. After considerable progress has been made in read- ing, the teacher may call the attention of the children to the elementary sounds of which the words are composed. For this purpose, he may turn to the first Chart, and have exercises in Phonic analysis and synthesis, as directed under .Phonic Methods, and, before leaving the Primer, the children will be able to spell all the words by their elementary sounds. This is not, of course, essential to this plan of learning to read ; and may, if the teacher deems best, be omitted. I would strongly recommend it, however, as being very useful in cultivating distinctness of articulation and as greatly aiding the children in the acquisition of new words. At the heads of the lessons on the Charts, are a few words arranged for the Phonic Analysis and Synthesis. These con- tain all the elements found in the Primer and Charts, with the exception of the words mentioned in the directions for using the Phonic method, page 38. Spelling by the sounds that enter into the word is easily acquired, and should precede the spelling by the names of the letters. I would not recommend introducing the latter for the first few months, or until the First Reader is begun. It would be better, perhaps, to wait until the Second Reader is commenced. An occasional lesson in drawing or printing, will give pleas- 36 TEACHERS' MANUAL. ing and useful occupation to the children. The plain forms of the large letters, as found on the third page of the Primer, and on the Alphabet Chart No. I. are well adapted to this purpose. The teacher may print the letter to be copied, on the board, or the children may copy from the chart or from the book, as the teacher prefers. The letters should be taken in the order of their simplicity ; as, I, L, V, T, X, Z, H, Y, A, N, F, E, W, M, K, etc. After all these large letters have been printed, the small letters, as found on page 4, and Alphabet Chart No. I., maybe considered, taking first those forms that most nearly resemble the large letters ; as, i, v, w, o, x, z, k, 1, n, m, etc., in the order of simplicity. In some schools, an exercise in writing script, instead of printing or drawing, may be preferred. If so, Chart No. II. with the script characters, may be employed, or the teacher may put the forms on the board. The making of single letters may be followed by their combination into words. It is important that the teacher aid the children in their first efforts at print- ing, by showing them how to place their slates, hold their pencils, and form the letters ; but, if she cannot do as much as this, she should, at least, observe how well they succeed, and give such encouragement as she can. THE SENTENCE METHOD. By this plan, the children learn to recognize sentences as ex- pressions of thought. As in the Word method, the idea should come before the word, so here,' the thought should come before the sentence. To facilitate teaching by this plan, the sentences are all arranged in single lines, and the thoughts they express are fully illustrated in the accompanying cuts. The print is made large and distinct, the words are well spaced, and the sentences are short, — containing not more than from seven to nine words. To bring out the thought, question the children in regard to the illustrations. This may be done from the Charts or from the Primer. DIRECTIONS FOR USING THE BOOKS. 37 Beginning with Lesson I., call attention to the cut, and ask the children what they see. They will answer, "A cat" By further questioning, as illustrated in the Word method, lead them to see that it is not a real cat, but the picture of a cat. The teacher says, " I will now show you what means l A cat.'' Here it is," pointing to the words. " Anna may find it. Peter may find it." These selections may be made from the Charts or Primer, or printed on the board, or, what is better, all of these plans may be employed. It is better to begin with the Chart, follow with printing on the board, and finish with the Primer. Treat the words, a mat, as, a cat. For plan, see instructions under Word Method, Lesson I., page 27. For instruction in regard to the mode of treating sentences opposite the cuts in Lesson II., see instructions in regard to these same sentences under Word Method, page 29. The sep- arate words need not be taught, — the children learning to recognize each sentence as a whole. . For the sentences opposite the cuts in Lesson III., question as in Lesson II., bringing out the thought, and the oral expression of it, and then let the children read the printed form on the Chart, or board, or in the book, as already directed. In Lesson IV., the teacher asks, "Is this the cat?" The children answer, or may be led to answer, " This is a bat." Teacher. — What did I ask you ? Who would like to see the picture of what I asked ? Here it is, pointing to the sentence. John may read it. Jane may read it. All may read it to- gether. When I asked you, " Is this a cat ? " what did you answer ? How many would like to see this answer ? There it is, the teacher pointing to the second sentence, opposite the first picture in Lesson IV. Ellen may read it. Henry may read it. All may read it. Treat the sentences opposite the second and third cuts as suggested above for the first. Let the children read the sentences, as the teacher selects, and select as the teacher names. The illustrations now given will answer for subsequent 38 TEACHERS 1 MANUAL. lessons. If this plan is pursued, the teacher will find, after a few lessons,* that the children will begin to recognize the separate words ; and the Word and Sentence methods may thus be used indiscriminately. The Word and Sentence methods may be profitably com- bined from the very outset, as shown in the treatment of Les- son I., page 27, under Word Method. Or the Sentence, Word and Phonic methods may be combined, getting, 1. The thought. 2. The expression of the thought. a. Orally. b. On the chart or board, or both. 3. The idea expressed by the word. 4. The expression of the idea, or the word. a. Orally. b. On the chart, or board, or both. 5. The analysis of the word into its elementary sounds, pro- ceeding at each step as directed under Sentence, Word, and Phonic Methods. THE PHONIC METHOD. A thorough knowledge of the elementary sounds is essential to success in teaching by this method. This knowledge may be acquired by carefully studying the instruction given in Part Second, Elements of Spoken English, and by practice on the Phonic Charts. The characteristics of this plan, as also some of the advan- tages to be derived from it, have already been noticed, and need not be repeated. The aim is to put into the hands of the chil- dren a key by which they may be able to help themselves. Children like nothing better than to do their own work, and the business of the teacher is to put them in the way of doing it. In the ordinary mode of teaching to read by the Word method, the child is unable to take a single step in advance without the aid of the teacher. This is by no means a substitute for learning to recognize DIRECTIONS FOR USING THE BOOKS. 39 words — it can be regarded only as auxiliary. Children can never learn to read with any degree of facility, until they are able to recognizcy instantly the words in the sentences, without stopping to analyze them. If, by the aid of the Phonic plan, they are able to recognize a larger range of words in less time than by the pure Word method, then we have a decided gain. Many other advantages are gained, but this alone is sufficient to recommend it. I would not, however, confine the teaching strictly to the Phonic method, but would, at the same time, employ other methods in combination with this. In the . directions that follow, I shall make use of all the plans considered, so far as I deem them useful. For the first few lessons on the Charts, the instructions given in regard to the Word and Sentence methods may be carried out. As soon as the children begin to feel at home, and to talk with freedom, they may again commence at Lesson No. I. Refer to the conversation had in the first lesson in regard to the cat, and let the children read the words. Ask one of the most in- telligent in the class to pronounce very slowly the word cat — again, more slowly — more slowly yet. Teacher. — What is the first sound you make when you say cat? Say it very slowly again. — Children, all watch care- fully and tell me what it is. If the children are unable to do this, let the teacher pro- nounce slowly the word cat, separating somewhat the sound of c, asking the children to observe, carefully, as she does so. Let the children repeatedly pronounce the word in the same way. Ask them to make the first sound they hear in the word. If no one is able to make it, the teacher may pro- nounce the word again, separating more distinctly the sound of c, which the children imitate. The word is now pronounced in two distinct parts, c at, and, lastly, the sound of c is made alone, first, by the teacher, and then, by the children. The teacher now asks the children 40 TEACHERS' MANUAL. to find another c, — giving it its appropriate sound, — another, and another, until several children have been exercised in selecting. The teacher may now select or point to the letter on different parts of the Chart, and let the children give the proper sound. As a part of the exercise, the teacher may print the letter on the board, the children giving the sound as she does so. These exercises, in selecting as the teacher names, and naming as the teacher selects, should be rapidly alter- nated. The children may now take their seats, and print the let- ter on their slates, the teacher giving direction to their work. At the next recitation, the work of the last lesson may be hastily reviewed, and then the syllable at treated as the word cat. Call on one of the children to pronounce the syllable at very slowly, the other members of the class observing carefully as he does so. If possible, get the children to give these sounds from their own observation. If they fail to do this, the teacher may pronounce the syllable slowly and distinctly, and the chil- dren imitate. Again, the sounds are more distinctly separated, aud the children imitate as before ; and, finally, they are en- tirely separated ; as, a 1, and the children are exercised in making the separate sounds, and in selecting, as in case of the letter c. The exercises on the board and slates, in print- ing these letters, as directed for the letter c, follow. At a third lesson, the former exercises may be reviewed and the sounds combined, as indicated on the chart ; as a t, a- - t, a-t, at / c at, c at, c-at, cat. The children may now be exercised in finding the word cat on different parts of the chart, and naming as the teacher points. The teacher repeat- edly prints the word on the board, and the children name as she prints ; and, finally, the children print the word on their slates at their seats. At the fourth lesson, review the work of the three previous lessons, and teach the children to recognize the words, a cat. See directions under Word Method, and remarks in regard to the pronunciation of a. At the next lesson, take the word mat. Treat it as the DIRECTIONS FOR USING THE BOOKS. 41 word cat. To get the sound of the letter m, pursue the plan given for the letter c. With the syllable at, they are already familiar, and it is not necessary to analyze it again. As soon as the children can make the sound of m, and can readily select the letter on different parts of the chart, give them ex- ercises in combining the sound with the syllable at, as indi- cated on the chart. Let them first pronounce the syllable at y let them make the sound of m, and follow it directly with the syllable at / as, m at. At a second repetition, bring the sounds a little closer together ; as, m- -at. At a third re- peating, nearer still ; as, m-at ; and lastly, unite them in one word. See Chart No. I., Lesson I. The word may now be treated as directed for cat. This should be followed by a lesson on, a mat, as directed for the words, a cat. See directions under Word Method. The children have now all the matter contained in Lesson L, and the next recitation may be occupied in reviewing it, giving them exercises both in selecting and analyzing words, and in selecting letters and giving them their appropriate sounds. The book may now be put into the hands of the children, and employed as directed under the Word Method, with this exception, that, when they fail to recognize a word which has been previously taught, they should be led to the pronuncia- tion of it by an analysis of the sounds that compose it. This direction should be strictly followed throughout the entire course on the Charts and in the Primer. The children should also spell, by phonic analysis, all new words containing only sounds already taught. This will help to make them familiar with the letters and sounds already learned, and prepare them for the analysis and" pronunciation of new words. In this way they will soon be able to help themselves to new words, with- out the aid of the teacher. In Lesson II., we have the new words, — is, this, and the. As these contain sounds and combinations not yet taught the children, they may be learned as words, as directed under Word Method. 42 TEACHERS' MANUAL. In Lesson III., the new words are fat and on. Teach the children to recognize these words as directed in the "Word Method, and to analyze them as directed for mat and at, and as indicated on the Chart. Let them now proceed to the read- ing of the lesson, remembering that they are to recover any new words they may have forgotten, by a phonic analysis of them ; excepting, of course, the sight- words, — this and is. Be- fore attempting to read the words in the order in which they stand in the sentences, it may be well to have an exercise in naming words, as the teacher selects them, and selecting as the teacher names. This exercise should not be continued so long as to weary the children; they should very soon be allowed the pleasure of reading the sentences. The new words in Lessons IV., V., and VI., should be treated in the same general way as cat and mat. The direc- tions given for the treatment of previous lessons will apply equally well to these and subsequent lessons. In Lesson VIL, his and has, on account of the different sounds given to s, should be taught as sight-words, without any effort at analyzing them. For the mode of treating them, see the direc tions under Word Method. The words lad and pad may be treated as cat and mat. It is hardly necessar}' to give any further directions in regard to treating the new words in the lessors. They are arranged at the heads of the lessons, and wheie new letters are intro- duced, they are, in every case, indicated by the arrangement on the charts, as in cat and mat, and are to be treated in the same general way. As fast as the children become familiar with the sounds of the letters, let them analyze new words. At their seats, they will be able to review the lessons in the book, recovering, through the ability they have gained to analyze words, any terms they may have forgotten. This will be found to be of great assistance to the children, and will enable them to proceed much more rapidly than when they are dependent upon the teacher at each step. DIRECTIONS FOR USING THE BOOKS. 43 The word into first occurs in Lesson XXVI., and the word to, in Lesson XLVI. The same remarks may be made in re- gard to these words as were made in regard to a and the y they should be spoken quickly in connection with the words that follow. In such connections o has the obscure sound as heard in actor, confess, to-day, tobacco, which is nearly the short sound of o, quickly pronounced. In Lesson LXI., the words, lemons, melons, and brings occur, in which s has the sound of z as in has, his, is / but, as they are already familiar with this sound as employed in these words, no confusion will result from it. The children may now be told that s sometimes has the sound z, the teacher making the sound. All the other words on the Charts and in the Primer may be analyzed, and treated phonically, as each letter of which they are composed has uniformly but one sound. The only capital letters employed, previous to Lesson IV., are in the words the, this, and is / and, as these are taught simply as sight-words, it is not necessary to call attention to them. In Lessons 4, 5, 6, 7, 8, 9, 10, 11, 12-, and 13, the capital letter A occurs, in addition to the above ; but, as this letter is always to be treated as connected with some word, it is not best to treat it separately. The children will, practically, have no difficulty with it. In Lesson XIII. , the capital letter S is introduced. This, by its similarity to the small letter s, will be recognized at once, and requires no attention. The capital letter L appears, for the first time, in this lesson, as does, also, the small letter I. Place the large and small letters side by side on the board, or call the attention of the children to Alphabet Chart No. II., where they are thus arranged, and tell them that both mean the same thing ; both have the same sound. Let the children make the sound of each. Compare these forms with the unornamented forms on Chart No. I. If the children are having lessons on form, let them describe the letter as formed of two short lines, one vertical, the other horizontal ; the horizontal line meeting the vertical line at the bottom. Let them print, at their seats, 44 TEACHERS' MANUAL. from the models on the card, the board, or in their books, both the small and large unornamented letter. In Lesson XIV., the capital letter T appears, for the first time, in a word containing the short sound of a vowel. It has been employed in the words the and this, but these are taught simply as sight-words. It may be well now to call the attention of the children to it, treating it as the letter L. It is composed of two lines, one vertical, and the other horizon- tal, the vertical meeting the horizontal line on the lower side, and at equal distances from its ends. In Lessons XVIL, and XVIII., we have the capital letters B and M ; in Lesson XIX., Y ; in Lesson XX., H and C ; in Lesson XXL, D and W ; in Lesson XXVI., the capital I in the word it. I has appeared before, it is true, in the word is y but as s here has the sound of z, while in other words it has the soft sound of s, as in sun, this word has been treated as a sight- word, and not analyzed. In Lesson XLIX., the letter O occurs, and in Lesson L., the letter P. But as these are similar in form to the small letters", they will require no special atten- tion. The remainder of these letters may be treated as directed for L, comparing them with the forms of the small letters, as new letters appear in the reading lessons. The combinations th } sh, ng, ow, oy, and ch appear success- ively in the following lessons: — 25, 26,28, 37, 47, and 55. These combinations are not treated differently from the single letters, as the arrangement on the Charts indicates. For ex- ample, in Lesson XXV., let the teacher pronounce the word with, slowly and distinctly, emphasizing, and, at the same time, slightly separating the sound of th from the other sounds in the word. Let the children imitate. Continue to separate them more and more, until the sound of th is given alone. Let the children give the sound repeatedly. Treat the word this in the same way ; thus, — th-is, th- -is, th is, th-th-th. Let the children now analyze the words with and this, and com- FIRST READER. 45 bine the sound of th with the other parts of the words, as, th is, th- -is, th-is, this ; — ivi th, wi- -th, wi-th, with. The other combinations, as they occur, should be treated in the same way. It will be well, each day, to have an exercise with the children in making the elementary sounds, without any reference to the letters that represent them. Let these exercises be short, but spirited. As a rule, the middle key is the best to employ ; but, for the sake of variety, the key may occasionally be varied, the teacher being careful not to allow the children to go so high or so low as to strain their voices. FIRST READER. This book is so arranged as to follow the Primer, when de- sired, with the Phonic method ; while, at the same time, it is equally well adapted to the Word or Alphabet plan. Yery many of the words contain only the short sounds of the vowels, as found in the Primer. The children will be able to pronounce these words readily, without the aid of the teacher, if the di- rections in the Primer for the phonic analysis have been carried out. If there is any hesitation, let the children analyze the words, as directed for words in the Primer, under Phonic Method. Where the children are taught to print, let them print these words on the board. This will serve the double purpose of im- pressing the words on their minds, and aiding them in their phonic analysis. These exercises in printing are always pleasing 46 TEACHERS' MANUAL. to the children. A short exercise may be had in selecting the words with which the children do not seem quite familiar. All words containing sounds or characters different from those found in the Primer, are placed over the lessons, and may be learned as sight-words, in accordance with the Word method. In teaching new words, I think it is better to let the children learn them as they occur in the reading. In this way, the idea represented by the word will be more readily received. The words, as they are arranged at the heads of the lessons, will be found convenient for exercises iu selecting, after the lessons have been read. I would not trouble the children with the names of the let- ters at present, nor analyze any words containing sounds dif- ferent from those found in the Primer. If the Word method is followed, the teacher will give the new words to the children, when the ideas have been fully brought out, and afterwards exercises in selecting may be had. If the teacher will print or write the new words on the board, it will add to the interest of the lesson. The children may read in order, word by word, around the class, both forward and back- ward, and alternate with each other and the teacher. This ex- ercise will awaken interest, hold the attention, and teach the children to keep their places. I would not call attention to the marks of punctuation either in this or in any of the lower books, nor attempt to teach their names or uses. The subject of punctuation is quite difficult and even somewhat intricate. It properly belongs to the higher departments of grammar, and rhetoric, and is quite beyond the comprehension of children found in the lower grades of our schools. If they ask for the names of the marks of punctua- tion, there is no objection to the teacher's giving them. If they inquire their use, the teacher may say that they help us to un- derstand the meaning of what we read, and that they will know more about them by and by. Lesson I. In the preparation for the reading, the teacher, calling attention to the first cut, asks, " What do you see in FIRST READER. 47 this picture? What is the dog doing? What is the rat do- ing ? John may read what is said about the dog and the rat. I will read it, and then Johnny may read it." The teacher will select the best in the class for this first reading. " As many as can, may find the word to, and may put their fingers on it and turn their books toward me. Find it in another place ; in another." Treat the second and third cuts, and the reading opposite them in the same way as the first. On the sixth page, ask the children what they see in the first cut. "Where is the rat? Who can tell me what the reading says ? Jennie may tell me, then Mary may tell me. What is the first word ? What, the second ? All pronounce this second word. I will print it on the board, and then all may speak it again. What do you see in the second cut? Where is the rat ? What is the dog doing ? Why does he not get the rat ? Why can he not go in after him ? Who would like to know what the book says about him ? Susy may read it ; I want you all to look on and see every word Susv reads." " What was the first word Susy read ? What, the second ? The third ? The fourth ? What is this fourth word ? All may speak it. Find another like it, and another. What is the fifth word ? The sixth ? Again, repeat the sixth. All repeat it. I will print it on the board, and all may repeat it again." Question for the words in the next sentence, as in this, and treat the word too as the words for and go. Let the children select from the list at the head of the lesson such words as the teacher may name, and name such as the teacher may select. The children are now prepared to study their lesson. They may read it over at their seats, and, what is better, aloud at home. At the opening of the next recitation, for the purpose of testing the thoroughness of the preparation, the teacher may question, something as follows : — " About what is our lesson ? John may tell me something 48 TEACHERS' MANUAL. about the dog and the rat. Jane may tell me more. Emily, more," and so on, until all has been brought out. A short ex- ercise may be had with the hard words, such as closed the last lesson ; and then the reading may proceed in accordance with plans already suggested. lesson IV. Let the children, in turn, tell all that they see in the picture. The teacher may then ask, " What are the two little girls and the mother doing? Where. are they looking? What do you think the little girls would like to do ? Where would they like to go to play? Why do they not go out of doors to play ? What kind of weather is it out of doors ? Look through the window and tell me what you think about it." 11 It is raining." " Look at the next picture. What do you see here ? Have you seen these before ? John may show me the girls in the first picture. James, the little boy. Ellen may point to the well. Jane, to the cow. Peter, to the log. What is the weather out of doors now ? Where are the children now ? What are the girls doing ? What is the little boy doing ? What has he in his hand ? Put your right forefingers on the well ; on the log; on the cow. We will now read the story." lesson V. " Susan may tell me all she sees in this picture. How many think they have seen these children before ? What more do you see ? Where is the cat ? What is the cat doing ? Where is the hen ? Where do you think the hen has been? What do you think is in the box? On what do the children sit ? What is the little boy's name ? " li Where are the children now ? In the house, or out of doors? What do you think about the weather? We will now read the story." After the children have read the sentences containing the words at the head of the lesson, let them find these words as often as they appear on the page. The teacher may also print them on the board as already directed. lesson VIII If the children have not seen figs, currants, SECOND READER. 49 or buns, the teacher should endeavor to bring them before the class. Let the children observe and tell what they can about them, and the teacher give further information. These will answer for illustrations of the manner in which all other lessons may be treated. Observe the way in which the new words, at the heads of the lessons, are treated. Call special attention to these words, and, after they have been given in connection with the reading of the sentences, have the children select and name them. SECOND READER. Tf the directions for the Phonic Plan have been carried out in the Primer and the First Reader, the children may now begin to spell words, indiscriminately, by the sounds of the letters. If the Word method has been followed, exercises of this kind may have been had from the beginning, and may be continued with profit. Lesson I. The design of this lesson is to teach, in a prac- tical way, that other things than words may be used as the signs of ideas. On the eighth page, the italicized words are inserted in the place of the pictures of the animals and objects. Lead the children to observe this, as they read. Question them as follows : " What stands in place of the word cow in the first part of the lesson ? What, in place of the word JishP " — and so on in the case of the other italicized words. This will help the chil dren to understand more clearly that the words themselves are not the objects, but that they only stand for them, or represent them ; and that pictures, as well as words, represent ideas. Lesson LI. In this lesson, several terms expressive of color are found ; as, red, white, and blue. If the children have not already had lessons on color, question them as to their knowl- 50 TEACHERS' MANUAL, edge of these colors ; and, if they are able to do so, let them point out the colors in objects about them ; otherwise, the teacher should present the colors, and give the appropriate terms before the lesson is read. In the same way, question them in regard to other terms, which, it is possible, they may not understand ; as, flag, sash, bow. These may all be seen in the cut. Lesson III Let the children calculate the number of eggs. If necessary, let them do it with objects. Lesson VII. If the children have never seen wool, show them a sample. Some conversation in regard to the washing and shearing of sheep, and some information given, will add to the interest of the exercise. Question the children in regard to the use of such terms as, sheared, picnic, and coats, and see that the ideas they represent are clear to them. Lesson X. Page 24. An object-lesson on the toad might be given, alluding to its habit of opening and closing its eyes, in order to explain the use of the terms winked and blinked. Page 27. A lesson on the muskrat, or, at least, some in- formation in regard to its habits, would be appropriate here. The term burrowed should be explained. The muskrat bur- rows near marshy ground or near some stream of water. It is a small animal, having the general appearance of a common rat, but is larger. It is about fourteen inches long, including the head and body. The head, neck, and legs, are very short, and the body is thick and flat. The hind-feet are large, but not webbed. Its color is brown. ' The entrance to its burrow, which is made in the tall grass and reeds, is under the water. Its nest is made of grass or hay, above the level of the water. In winter it keeps holes open in the ice through which it breathes. Its fur is somewhat like that of the beaver, only shorter. The flesh, at certain seasons of the year, is used for food. It lives on fruits and roots. Its home is in this coun- try. Its skin may be seen in almost any hat-store. Lessons on the honey-bee, page 28, the crow, page 29, and the cricket, page 30, would be useful and interesting in con- SECOND READER. 51 nectiou with, the reading; but information in regard to th.ra is so general and accessible, that it is not necessary to give it here. Page 31. The term basked will need explanation. It is, to lie in a position exposed to heat. The common lizard is a reptile about nine inches long, with a long, thin, two-threaded tongue. It has five toes on each foot, armed with nails. It is coppery-brown on the back, and green on the sides. The male is of a lighter color than the female, and his scales shine with a metallic lustre. It is found almost everywhere in straw heaps, old walls, and all kinds of rubbish. It feeds on insects, worms, and snails. It hibernates. Page 34. Fire-flies may be seen in great abundance on warm summer evenings, especially near moist places. Where there are many of them, they present a very pretty appear- ance, shining like so many sparks of light, — disappearing and reappearing in rapid succession. Page 35. Explain the terms delve and toil. Lesson XI. As a preparation for the study of this lesson by the children, the teacher asks the class, " What do you see in this picture ? " She then calls on one and another, till all the points in the lesson are brought out. As the children give close attention to every word, let the teacher read the lesson, stopping occasionally to test the chil- dren to see that they are keeping the place. As the teacher comes to new and difficult words, she may call special attention to them, and let the children pronounce them, both individu- ally and in concert. This exercise will enable the children to prepare the lesson for the next recitation, as directed for Les- son I., First Reader, page 47. At the beginning of the next recitation, for the purpose of testing the thoroughness of the preparation, the teacher may question them as directed for Lesson I., First Reader. " Who are named in this lesson ? What are they going to do ? Where are they going to sail their boats ? What has Kate in her hand ? In which hand is the fan ? Raise your left hand. 52 TEACHERS' MANUAL. What is she going to do with her fan ? Who made the boats ? Who is the youngest of the three children ? Who, the oldest ? What is meant by ' a droll way to raise the wind ' ? Tell it in other words. What is meant by a ' brisk wind ' ? Express it in other words." The children are now ready to read. A. similar plan of questioning may be adopted in other lessons. Lesson XII Test. the knowledge of the children as to the color brown. Lesson XXIII Mulley, pronounced as if spelled mooly. A child's word for a cow. This word is sometimes associated with a cow without horns ; but it is not properly limited to this idea. Lesson XXVIII Treat the terms yellow and green, as directed for color- terms in Lesson II. Lesson XXXIV. Before reading this lesson, let the class have a spelling lesson with words beginning with st, taking the lesson in the book as a model. Lesson XLIII An object lesson on a shoe, for parts, would make a good preparation for this lesson. For instruction as to mode of conducting such lessons, see " Manual of Elementary Instruction" and "Object Lessons." Lesson XL V. Let the class work out this lesson from the picture, as a preparation for reading it. A few geometrical forms will aid in illustrating the terms employed, and serve to fix them in the minds of the children. If no other forms can be obtained, a cube, at least, should be used. The terms nar- row, narrower, broad, and broader, may be illustrated with laths, strips of paper, ribbon, or any convenient objects. Lesson XL VII An object lesson on the cat, covering the points brought out in the lesson, will be a good preparation for the reading. For instruction as to the mode of giving such lessons, see " Lessons on Animals," in " Manual of Elementary Instruction." Lesson LIII An object lesson on an arm-chair, for parts, would make a good preparation for this lesson. If the chair is not at hand, the cut may be used. THIRD READER. 53 Lesson LIV. The representation of the earwig on the pear on page 176 is very good. The earwig is a nocturnal insect, secreting itself among the leaves and flowers in the daytime, and flying about in the night. It feeds on flowers and fruit. It is found both in this country and in Europe. It has a nar- row, flat body, and short wing-covers. It was named earwig from the superstitious notion, that it would crawl into the brain through the ear. Lesson LV. In the preparation of this lesson, let the chil- dren try to spell the words Harry tried to spell. THIRD READER.. In a well-graded school, this book would occupy the third year of the course. We have been careful to avoid the mistake, so often made, of grading up too rapidly. While a large range of new words is introduced, we have endeavored to employ only those within the vocabulary of the ordinary child ; and to so repeat them in new combinations, that all wearisome drills on the same lesson may be avoided. If we have accomplished this one object, we shall feel that a great point has been gained. The lessons are largely original, having been written expressly for this book, and with reference to carrying out the ideas already expressed. The instructions given in the earlier books as to the mode of using the cuts in bringing out the ideas con- tained in the text and in the preparation for reading the lessons, apply equally well here, and need not be repeated. Too much care cannot be taken in following these directions. When a scene, an occurrence, or an object is described that is not illustrated, let the teacher call attention to it, and ask the children to close their eyes and see the picture of it in imagination. As an example, take Lesson VII., page 26. Let the children 54 TEACHERS' MANUAL. picture the scene here described. Let one read the first verse, then have all close their eyes, and let one, then another, and another, describe what he sees. If they are not able to do it, at first, the teacher describes what she sees. " I see a little girl about five years old, with a very sorrowful face, standing by a window, looking at the big drops of rain, as they come down. She is now speaking to her brother, who is just coming into the room. He is somewhat older than she is." As the teacher gives this description, she asks the children to follow her carefully, with their eyes closed, and try to see the same things that she sees. She then asks, " How many saw what I described ? You may all close your eyes now, and John may tell us what he sees, and the rest may listen carefully and tell me whether or not they can see the same things." Two or three may be allowed to make similar efforts, the class follow- ing as before. The entire lesson may now be read. Let the same ex- periments be made at the close of the lesson as were made at the beginning. As the children shut their eyes, the teacher asks, " How many can see a picture ? How does it compare with the first picture ? " If they are unable to state any diiference, the teacher may have them open their eyes and read the eleventh verse, and also the ninth. The teacher then asks, c( How does May seem to feel in the ninth verse? How, in the eleventh ? What change seems to have come over her in the eleventh verse ? How is she feeling now ? You may all close your eyes again, and Ellen may tell us what she sees." Mien.— I see John and May talking. May no longer looks sad. She smiles and seems to be happy. The teacher asks, " How many see the same picture ? " In Lesson 8, page 28, after reading the fifth, and again, after reading the sixth verse, have exercises similar to those de- scribed above. Very good opportunities for exercises of this character occur in lessons 9, 10, and 13. Whenever the op- portunity offers, let the exercise be repeated, until the children form the habit of creating the pictures of what they read. THIRD READER. 55 In Lesson X, seventh verse, see that the children have a clear idea of the color, orange. Question them as to how it is made. If they are unable to tell, show them by mixing yel- low and red in the proportions of three and five. Exercise them in selecting these colors from the color blocks or charts or any convenient objects. These things should all be provided before the recitation begins. Lesson XVI. In connection with this lesson, a lesson on the cow, for uses, and adaptation of parts to uses, would be ap- propriate. The picture in the book may be used for this pur- pose. For the plan of such lessons, see k - Manual of Elementary Instruction " — under ki Lessons on Animals." Lesson XXXIV. Before reading this lesson, it may be given as an object-lesson — the principal ideas and terms being brought out by questioning the class, somewhat after the style of the reading lesson. Lesson XLII. Draw out all the points in the lesson from the picture, before the children begin to read. Lesson XLIV It will be well to precede the reading of this lesson by an object lesson on the camel — including descrip- tion of parts and adaptation of parts to uses. Much useful information may be given. Lesson XL VI. An object lesson on the beaver would be very appropriate in connection with this lesson. Much useful information may be given in regard to the habits of the beaver. Lesson XL IX. An object lesson on the lady-bug, for parts, or on all the insects named in the lesson, would be interesting and useful, and make a good preparation for reading the lesson. Let all the facts in the lesson be brought out. Lesson LXIV. An object lesson on an apple- a pear, or peach, for parts, would be useful in the preparation for reading this lesson. Lesson LXV. A lesson, or series of lessons, on the primary and secondary colors, showing by the actual mixing of the 56 TEACHERS' MANUAL. primaries how the secondary colors are produced, would make a useful introduction to this lesson. As far as practicable, let the children do this work. They should be familiar with the colors and their appropriate terms before the lesson is read. See " Manual of Elementary Instruc- tion," under "Xessons on Color." Lesson IjJCVTT. Precede the reading with an object lesson on the lamp, for parts and uses of parts. Bring out the term transparent. FOURTH READER. In the lower grades of books, some of the new and more difficult words have been placed at the heads of the lessons. This is done, to aid in familiarizing the children with these terms and to afford exercises in spelling, when desired. As the children are now older, and have acquired a larger range of words, there seems little necessity for this arrangement, and the head-words are left out, in this reader. The meaning of all words not understood by the children should be brought out and illustrated by the teacher in some such ways as indicated below. If teachers desire words spelled in connection with the reading lessons, they can easily make their own selections. The meaning of words in the position they occupy in the sentence should be carefully studied. An excellent exercise 4:o aid in this direction is, The Substitution of Synonyms. Call upon the children, frequently, to give the ideas in other language than that of the book, and to substitute other words for those found in the lesson. This will make them more ready in the use of words, and give them clearer ideas of their sig- nificance. FOURTH READER. 57 As an illustration, take the second, third, and fourth verses of the first lesson, and substitute equivalent words for shouted, discovered, retorted, good-humoredly , responded. u Halloo, cry-baby ! " cried Jerry, as soon as he saiu him, " what have you there ? " Johnny answered good-naturedly, " Halloo, pretty face ! come and see." " Open your eyes and shut your mouth," answered Jerry. Reproduction Exercises. Have the children, occasionally, write out the incident, the story, or the information contained in the lesson, in their own language, and read the same before the class, subject to criti- cism. This is an excellent exercise in the cultivation of lan- guage, and should be kept up through the book. Drill on the Elementary Sounds. • It would be well at each recitation in reading, to have a short drill in the elementary sounds. For this purpose, the Phonic Charts will be very convenient and useful. The exer- cises found on page 109 of the " Manual " are well adapted to this purpose. If the chart is not used, the exercises may be put on the black-board. In connection with this, or alternating with it, a short drill on the " Difficult Combinations" on page 111 of the "Manual" will be useful. These exercises will aid very much in giving clearness and distinctness of articulation. I cannot urge too strongly upon teachers the importance of these exercises. Phonic Analysis. ■ In addition to the above, and, with the same end in view, frequently require the children to spell the words by the sounds, enunciating distinctly each sound as it occurs in the word. 58 TEACHERS' MANUAL. Suggestions and Explanations. Lesson VI. An object lesson on the raccoon would be in- teresting, and make a good preparation for this lesson. The common raccoon is a small plantigrade animal of the bear family, generally of a dark gray color, twenty-two or twenty- three inches long, not including the tail. The tail is about a foot long, and quite bushy ; the body is stout, the claws are sharp and curved, but not retractile. The head is broad behind, and flat ; and the muzzle, pointed. The ears are of moderate size, erect, and grayish white. It is found in all parts of the United States and as far north as Newfoundland. It is omnivorous, feeding upon eggs, fish, small birds, quadrupeds, frogs, shell-fish, nuts, honey, and is extremely fond of corn, both ripe and green. It hibernates, in the coldest weather in the Northern States, and lives in hollow logs and trees. It is easily tamed, and makes a cun- ning, interesting pet. Its skin is sold to the hatter for the manufacture of coarse articles of fur, and its flesh is eaten, being tender and having something of the flavor of pork. Explain and illustrate the terms subsisted, mussels, mysteri- ous, and recognized, if they are not already known. Lesson VII. Explain the terms draught, quenched, and subdued. Lesson X. Matches are made from some species of pine or fir, by cutting the wood into small splints by means of ma- chinery. The end of each splint is covered with a composition. the chief constituents of which are phosphorus and nitre, that easily ignites under friction. Before the use of matches, fire was often kindled by means of flint, steel, and tinder-box. The steel struck against the flint, created a spark, which, falling on the combustible material in the tinder-box, started a fire. In olden times, nearly every house was furnished with these articles. Matches have entirely superseded them. FOURTH READER. 59 Explain the meaning of cloister, (a place of religious retire- ment, a nunnery,) jealousies, topsy-turvy, and drawing-room. Lesson XIII. An object lesson on the bean would add to the interest of this lesson, and prepare the children to read intelligently. Bring out the ideas expressed by coat, scar, seed-leaves, germ, and give the terms. For an illustration of lessons of this character, see " Manual of Elementary Instruc- tion," under " Objects for Parts" — " Sketch of a lesson on an apple." Lesson XIX. Saturated — as full as it can hold. Illustra- ted by a sponge or a piece of cloth filled with water. Slouched — explain by illustration. Zuyder Zee — point out on the map. Explain the meaning of sterns, prows, and fantastical. Let the children find Utrecht on the map. Lesson XX. Explain how the ocean may be said to be the mother, and the sun the father, of the clouds, by the evapora- tion of the water which rises in the form of vapor and forms clouds. Explain the use of the word gun, and how thunder and lightning purify the air. Appeal to the experience of the children. Zephyr — a mild, soft wind. Long tubes — telescopes. Lesson XXIII An object lesson on the lily, for parts, will be a good preparation for this lesson. If a lily cannot be obtained, some other flower may be substituted. If a flower is not convenient, the parts may be pointed out in the illustra- tion, as the names are read. Lesson XXIV. Explain the following terms : helmets — a kind of armor for the head ; knights — military attendants — those who were distinguished by certain honors conferred by the king of England; microscope — an instrument used for magnifying small objects that cannot be seen, or cannot be distinctly seen, by the naked eye ; porous — by illustrations with a lump of sugar or salt, a piece of cloth or sponge, bring out this idea. Let the children find Lapland on the map. Lesson XXIX. An object lesson on the silk-worm would 60 TEACHERS' MANUAL. make an instructive preparation for this lesson. By bringing in specimens of the moth, the cocoon, the silk- worm, the mul- berry leaf on which it feeds, the raw and manufactured silk, the teacher can make the lessons much more interesting. If specimens cannot be obtained, information may be given. The silk- worm, when fully grown, is about three inches long, and of a light green color. It feeds voraciously on the tender leaves of the mulberry. It changes its skin four times while growing, and finally winds itself up in a silken cocoon from 1 to 1^ inches in length, where it is soon transformed into a chrysalis. After a few days it comes forth a moth, leaving the beautiful yellow cocoon an empty shell, pierced by a single hole, out of. which the moth escaped from her silken prison. In a few days more, she lays a multitude of eggs, and dies, leaving her numerous brood to care for themselves. If the moth is allowed to break its way out of the cocoon, the silk is spoiled. To avoid this, the cocoons are thrown into boiling water, which kills the chrysalis ; or they are steamed over boiling water, which softens the glue, and allows the un- winding of the silk, and leaves the moth uninjured, to pro- duce a new brood. Lesson XXX. Verse 7. The habit of the plant refers to its mode of growth. An object lesson on the flower-cluster will add greatly to the interest of this lesson — bringing out the ideas contained, and the terms employed. If a flower-cluster cannot be pro- cured, the illustration may be used as a substitute. Lesson XXXIX. Give an object lesson on a branch, bring- ing out the points alluded to in the lesson. Lesson LI. An object lesson on seeds will help to make this lesson interesting. The germ and seed-leaves may be distinctly seen in beans, green morning-glory seeds, horse-chest- nuts, and peas. Lesson L VII. Give an object lesson on the fox, for habits and adaptation of parts to habits. Give some account of a fox-hunt. FOURTH READER. 61 Lesson LX. Give information in regard to the American bison, its uses and habits, where found, how taken, etc. These animals are often miscalled buffaloes. They are found in great numbers in the Avestern portions of our country, where they are often seen feeding in vast herds on the prairies. The head and shoulders are large, and covered with long, shaggy hair, which gives the animal a formidable appearance. The bison is, however, comparatively mild and inoffensive, and does not attack man unless it is closely pursued. It has a prominent and somewhat singular hump on its shoulders, which is considered a great delicacy by the Indians, who largely subsist on its flesh. They use its skin for tents and clothing, and its sinews, for thread. The skins are also extensively used for sleigh-robes. Bisons are sometimes taken with the lasso or lariat. This is a long rope with a noose at one end, which is thrown over the horns or head of the animal. More frequently, how- ever, they are shot, or driven into enclosures arranged for the purpose. Sometimes they are surprised by the Indians and driven, in large numbers, off precipices. Lesson LXI. By showing specimens of the stones named in this lesson, the interest will be greatly increased. Lesson LXV. Indicate on the map the location of Greeley. Describe a water-spout and an avalanche. A water-spout has somewhat the appearance of a column of cloud, in the form of a cone, or double cone, the two apexes coming together, and often extending from the sea to a cloud above. This funnel-shaped cloud has always a rotary motion, like that of a whirlwind. It often carries up with it large masses of water, and will lift heavy objects, and carry them along, holding them suspended in the air for a long time. Avalanches are masses of snow and ice that slide down the sides of high mountains, often causing terrible devastation in the plains below. Lesson LXVL. Give some account of the Esquimaux, the seal, and the walrus. 62 TEACHERS' MANUAL. The Esquimaux are a race of men inhabiting the northern portions of North America and Asia, subsisting on fish, birds, seal, walrus, and reindeer, and clothing themselves with the skins of these animals. They live in rude huts, in a filthy condition, and eat their food raw or slightly cooked. They esteem the warm blood of animals a great luxury, as also the fat of animals, and fish-oil, which they devour in large quanti- ties. Seals, are aquatic, carnivorous mammals, inhabiting Arctic and Antarctic Seas near the coasts. In the coldest season, they move to warmer waters. They are gregarious and migratory in their habits and live on fish and shell-fish. They are from four to six feet in length, and are much sought, for their fur and oil. Being web-footed, they are expert at swimming and diving, but move very awkwardly and with great difficulty on the land. If overtaken on the land, they are easily dispatched with clubs ; in the water they are taken with spears and harpoons. They are easily tamed, and are taught to perform many amusing tricks. An object lesson on the seal might be given. The walrus, in external appearance, resembles the seal, but is more nearly allied to the pachyderms, or thick- skinned animals. It is a marine animal and inhabits the Arctic Seas, but comes on the land to rest, and to bring forth and nurse its young. It swims with ease and rapidity, but moves with great difficulty on the land, assisted by its long tusks. These tusks are about two feet in length, and turn downward. Besides aiding in locomotion, they are used by the walrus as weapons of defence in the water, and for tearing up the sea-weeds on which it feeds. These tusks are very large, weighing from eight to ten pounds. The walrus is a very bulky animal, weighing nearly a ton, and is from twelve to fifteen, and often twenty feet long. Its skin is thickly set with short brown hair; under this is a coating of fat which enables the walrus to withstand the cold of the Arctic regions. FOURTH READER. 63 It is gregarious in its habits, both on land and in the water, and quite inoffensive in its disposition, unless attacked. It will bravely defend its young, and sometimes has terrible combats with the polar bear, the narwhal, and carnivorous fishes. It is hunted for its tusks, oil, skiu, and flesh, and is taken, both on land and in the sea. Mermaids are imaginary beings inhabiting the sea. They are supposed to have human heads and the bodies of fishes. The peculiar appearance of the heads and faces of the seal and walrus and herbivorous cetacea, with their long beards, has, doubtless, given rise to these fabulous stories. Lesson LXLX. Let the children find on the map the places named. Lesson LXXV. Verse 9. Verger — the janitor — one who had charge of the building, its rooms, furniture, etc. Lesson LJCJCJC. This lesson should be preceded by an object lesson on leaves, bringing out, at least, all the facts stated in the lesson in regard to them. If possible show the plants named in the lesson. Verse 18. Hoosier — a nickname for a citizen of Indiana. Let the children find Madagascar on the map. Lesson LXJTJTL Let the children find Hamburg on the map. Lesson LJlJTJTLIL Apollyon. This word is found in the Bible, Rev. 9 : 11, as the name of the Angel of the Bottomless Pit. It is used in this lesson to personify an overpoweriug temper. Lesson LXXXIX. AVe often find allusions to the myth of Pandora's box, and this lesson will prepare the children to un- derstand the force of such references. Pandora is the name of an ancient goddess, fabled to have been made by a heathen god named Vulcan. Upon her, all the gods and goddesses were said to have bestowed gifts to make her more perfect. The box was said to have been given to Pandora by Jupiter, another heathen god, and 64 TEACHERS' MANUAL. contained all the evils with which mankind has ever been afflicted. It also contained Hope, the last to leave the box. This was intended as a solace for the many evils that had al- ready escaped. Hence Pandora's box has come to be applied to that which contains a great variety of objects, the most of them mischievous or evil. Lesson JlCTT. Odense is a seaport town of Denmark — capital of the Island of Fiinen. Let the children point it out on the map. Verse 9. Cassel, a walled city of Germany situated on the Fulda River, about ninety-one miles N. N. E. of Frankfort-on- the-Main. Lessons GVL. and CVLL. These lessons are taken from Irving's Sketch Book. Rip Van Winkle, a noted character, is represented as sleeping twenty years, and waking to find him- self far behind the times. We find frequent references to thia character. FIFTH READER. 65 FIFTH READER. The greatest care lias been taken in the selection of the lessons for this book. In literary merit, freshness, and adaptation as a read- ing book for the grade of pupils for which it is intended, we think we may safely challenge comparison with any similar collection that has yet been made. We have also sought to introduce a pleasing variety, and bring in a large range of authors. We have been careful not to in- troduce thoughts or language beyond the comprehension of children of the ages for which the book is designed. So far as any explanations seem necessary they may be found in the notes that follow. The pronunciation and meaning of words to be found in Worcester's or Web- ster's Unabridged Dictionary have been left for the pupil and teacher to look up for themselves ; believing, as we do, that every school should be provided with, at least, one good dictionary, and that the children should be en- couraged to consult it freely. In ".Part Second," " Elements of Spoken English," we have briefly discussed the subject of inflection, which the teacher may, in a limited, simple, practical way, teach in connection with this book. We cannot recommend the committing of rules and definitions, but the drawing Out of the ideas introduced in the discussion of this subject, from the actual exercises in reading, and the application of these ideas in the reading of given examples, cannot fail to be profitable. For a full discussion of this subject we would refer teachers to the " Elocution," the last book of the series. It will be observed that we have not introduced the subject of Punctuation. Our reason for this is, that to 66 TEACHERS' MANUAL. treat it intelligently, requires a more thorough knowledge of grammar than pupils at this grade are supposed to possess. The subject, of itself, is somewhat difficult and intricate, and has no very immediate or important rela- tion to reading, any farther than the marks of punctua- tion serve to aid in the easy interpretation of the thought. The idea that these marks indicate with any degree of certainty the inflection or suspension of the voice, is en- tirely erroneous, and no intelligent teacher would so em- ploy them. The thought, alone, must be the guide to the proper delivery. So far as they help to interpret the thought they are useful, and no farther. This use the pupil will make of them in a practical way, with lit- tle or no knowledge of the science of punctuation. The exercises suggested for the Fourth Reader may be profitably kept up, and, in addition to them, occasional drills on the elementary sounds, and " Difficult Combina- tions," as found in the Appendix to the Fifth Reader, also on the Phonic Charts, will be found very useful in cultivating clearness and distinctness of articulation. EXPLANATORY NOTES. Lesson XXIV. — Page 91, 3d verse, "Bonny Doon," an old popular Scotch air. " Humboldt's small," 5th verse. Humboldt was an eminent German traveler and geographer ; the most distinguished scholar of the nineteenth century. Born in Berlin, Sept. 14, 1769, and died there. May 6, 1859. Lesson XXVIII. — Page 104, "Bursting of Ousley Dam." The scene of this incident was in the County of York in the North of England, where the towns named are located. A very similar incident occurred on Mill River, near Wil- liamsburg, Hampshire County, Mass., May 16th, 1874, in which two hundred lives were lost and about $1,500,000 worth of property was destroyed. FIFTH READER. 67 Lesson XXX. — Page 112. The poem entitled, « The Chil- dren of Henry the First," relates to one of the romantic stories of English history. King Henry the First had gone to Nor- mandy with his son, Prince William, and many nobles, with two objects in view. The first of these was to have William acknowledged as his successor ; and the second, to espouse him to one of the noblest ladies of France. He was about to return, successful, when a division was made in the party, — the King going on one ship, and his son and daughter with the younger part of the company on " The White Ship." The King's ship crossed the channel safely. The White Ship struck on a rock and went down. The captain immediately placed the prince, with a few nobles, in a boat, whispering, " Push off, and row to the land. It is not far, and the sea is smooth. The rest of us must die." The prince obeyed, but had not gone far before he heard the voice of his sister Marie, calling for help. He rowed back, — the drowning nobles crowded into the boat, — it cap- sized, — and, finally, but one poor man escaped to tell the story. For three days, no one dared approach the King with this sad tale. When he finally heard it, he was struck as if with death, and never, smiled again. Lesson XXXII. — Verse 7, " General Muster Day." It was the custom, for many years after the Revolution, to require all able-bodied men between the ages of eighteen and forty-five to meet at stated times for military drill. Once a year, all the smaller companies from a large section of country met, and spent the day in marching and counter marching, and drilling in military tactics. This was a great gala day, especially for the boys of the surrounding country. The military display was usually quite imposing, as the well-drilled militia, with the offi- cers dressed in showy uniforms, marched to the music of the fife and drum. There were the gingerbread wagons, the beer stands, the sweet cider, as well as that which was not so sweet, the peddlers' wagons, from which all sorts of trinkets were sold at auction, and, often, the menagerie was an attendant feature of the day. Lesson XXXVIII. — Page 134. " How the Brook Went to 68 TEACHERS' MANUAL. Mill." 7th line of the first verse, " Wish-ton-wish" The pro- nunciation of this word is designed to represent -the rustling of new silk, with which the voice of the brook is compared. Lesson XLIII. — Page 152, 24th verse, "Mr. Scrooge, the Founder of the Feast." Mr. Scrooge was Bob Cratchit's uncle and. employer ; and Bob found him a hard master. Lesson XLLX. — Page 171, " The Mill on the Floss." The title of one of George Eliot's best known works. Some quiet English scene is here described. Lesson LL. — Page 177, verse 8, " Bedford." This town is in New Hampshire about twenty miles sauth by east from Con- cord. Lesson LILT. — Page 181, 1st verse, "Battle of Malvern Hill." Malvern Hill is a plateau about a mile and a half long and three quarters of a mile wide, lying on the James River. This battle was fought July 1st, 1862. Lesson LVL — Page 190, " Battle of Eckmuhl." Eckmuhl is a town in Bavaria. This battle was fought on the 2 2d of April, 1809, between the French and Austrians, in which the former were victorious. Lesson LVIIL — Page 194. Sir John Franklin,, born in Lincolnshire, England, in 1786, was destined for the clergy, but he loved the sea so well, that his father finally gave him a naval education. Never was man more experienced in sea-life. He was engaged in exploring expeditions, had suffered ship- wrecks, was present in many naval battles. He served Eng- land in the battle of Trafalgar, in the war of 1812, and aided the Greeks to gain their independence. Between his second and last Arctic expeditions, he was made governor of Van Die- men's land. The colonists gave him the greatest love and con- fidence. His name is best known, however, in connection with his three Arctic expeditions. Of these, the first, made in the direction of Spitzbergen, failed ; in the second, about two thousand miles of American coast were explored; the fate of the members of the third is only surmised to have been starva- tion, or murder. . 3d verse. " Aberdeen." A town on the eastern coast of Scotland, at the mouth of the River Dee, on its north bank. FIFTH READER. 69 " Melville Bay," on the west coast of Greenland. 8th verse, last paragraph. " Boothians." Boothia lies to the north and west of the Gnlf of Boothia. Lesson LXI. — Page 204, 4th verse, "Arcadian pictures." Arcadia was an ancient province of Greece, located in the cen- tral portion of Morea, shut in on the north, east, and south, by high mountains. The Arcadians lived a very simple, pastoral life, resembling very much the Swiss in their love for freedom, and rude, mountain life. Hence, " Arcadian pictures," are the scenes of the rude, simple life of our ancestors. Page 207, 12th verse, " Lindley Murray." A distinguished author of an English grammar, which, " for many years super- seded all others, and has become the basis of most of those since published." Lesson LXTII. — Page 209, " Looking for the Sun." This lesson is an extract from Dr. Hayes' "Open Polar Sea." The object of the expedition headed by Dr. Hayes was, as stated in the introduction to this book, " To complete the survey of the north coasts of Greenland and Grinnell Land, and to make such explorations as might be found practicable in the direction of the North Pole." The expedition set sail July 6, 1860. The locations named in. the lesson, Etah, the harbor (Foulke), Cape Alexander, Crystal Palace Cliffs, all lie on the eastern shore of Smith's Sound, in latitude 78° north, and longitude 73° west from Greenwich. Lesson LXVL — Page 217, " Peoples Auburn and Wake- field with remembrances of Lissoy." Goldsmith's childhood home was, for some time, near the village of Lissoy, in West- meath, near the center of Ireland, where he attended school. In his " Deserted Village " (Auburn), a poem of great pop- ularity, and " Vicar of Wakefield," he weaves in many remem- brances of Lissoy. Lesson ZXF777.— Page 221, "The Death of Duroc." This was at the Battle of Bautzen, near Markersdorf, in the vicinity of Gorlitz, Prussia, a little to the east of Dresden, on the heights of the Bohemian mountains. Duroc died May 23, 70 TEACHERS' MANUAL. Lesson LXIX. — Page 224, 3d verse, " The diamond pane." In the country, it is customary to cut openings in the gable ends of the barns, in the form of a diamond, to allow the swallows to pass freely in and out. 4th verse. " Mud-walled homes." These barn swallows build their nests of mud along the rafters and ridge pole and under the eaves of the barn, often side by side, like the houses on the streets of a city. " A pictured street in an Aztec book." The Aztecs were an ancient tribe of Mexico. In their early history they built their rude tenements of reeds and rushes. Their drawings were the rudest kind of hieroglyphics. So that, " a pictured street in an Aztec book," might be compared with the rude mud nests of the swallows, as they are arranged in rows. 7th verse. This describes the way in which the sheaves are spread out in double rows, heads to heads, for threshing. 8th verse. The flails are usually made of hickory, in two parts, which are fastened together by a piece of leather, often of buckskin, as it is both strong and pliable. The last clause of this verse reads, — " And the French-clock ticks to the dancing feet, With the small tattoo of the driven sleet/' etc. ; that is, the kernels of grain tick rapidly upon the floor like a French clock. Again, when it gets more stormy, the rattle of the grain is like the beat of the sleet upon a window. Verses 9 and 10, contain an inimitable description of the fan- ning mill in action. These mills are usually painted red ; there is a hopper on the top, very much like a large hat turned bot- tom side up, into which the wheat with the chaff is thrown. From the hopper it descends to the shaking sieves, through which the wheat drops, but which k^ep back the chaff and refuse matter, which are blown back and out of the mill by the rotating fans, placed just in front of the sieves. The clean win- nowed wheat falls down in front of the mill. The mill is usually kept in motion by a boy at the crank. Lesson LXXI. — Page 230, next to the last line in 3d verse. " Strasbourg Cathedral." This is one of the finest Gothic FIFTH READER. buildings in Europe. Its spire is 446 feet in height, and is said to be the highest in the world. Strasbourg is located on the 111 River, near its junction with the Rhine, 250 miles southeast from Paris. See Lippincott's Gazetteer, or any good Cyclo- Lesson LXXIII.— Yage 236, verse 6. The "Tzard" is a small animal resembling the chamois, but smaller, an! is a great attraction to sportsmen. Lesson LXXIV. — Page 239, verse 6. " Folded in two, instead of four ;" meaning, the two covers of the book, instead of the four walls of a room. Lesson IXXXV. — Y&gz 266. "The Trailing Arbutus," sometimes called Ground Laurel, or Mayflower, grows in shel- tered localities, usually in the woods, under pine irees, lying prostrate upon the ground. It has somewhat heart-shaped leaves, and small clusters of almost white, delict te, spicy and fragrant flowers, which appear early in spring. Lesson LXXXVI. — Page 267. " Schilthorn," pronounced schilt-orn ; Rosein, pronounced ro-zine ; Martin's Loch, pro- nounced Martin's Lock ; Todi, pronounced todee ; are names of different peaks of the Alps. Lesson L XXX VII. — V age 272, verse 6, "Ne'reid." For illustration, see Webster's Unabridged Dictionary. "Nereus, the father of the Ne'-re-ids, is represented as t>e wise old man of the sea, in Greek and Roman mythology. His peculiar do- main was the Mediterranean and iEgean Se. t >s. He was be- lieved to have the power of prophesying, and of appearing to mortals in many shapes. The Ne'-re-ids, his daughters, fifty in number, were worshipped in Greek maritime towns, and on the Isthmus of Corinth." — New Am. Cyclopcedia. Lesson LXXXVIII. — Page 274, verse 8. Slam is sometimes called the " Land of the White Elephant," because this animal is found here, and greatly honored and revered by the inhab- itants. A white elephant on crimson ground is their national emblem. Lesson XGII. — Page 285. This selection is taken from " Tom Brown at Oxford," and is an account of the author's 72 TEACHERS' MANUAL. visit to his Alma Mater, the famous Grammar School at Rugby, England, of which Dr. Thomas Arnold, one of the best and most celebrated teachers of his day, was Head Master for four- teen years. Rugby is on the River Avon, eighty-three miles northwest from London. Lesson XOIV. — Page 293. Baron Trenck was the son of a Prussian officer, who, by # his imprudent conduct, became a prisoner, and distinguished himself by his many wonderful and brave, but fruitless attempts to escape. A full account of them may be found in Holcroft's " Life of Trenck " ; a long extract from which may be found in " Wonderful Escapes." " Prisoner of Chillon." This is the title of one of Lord Byron's poems. The reference is to Francis de Bonivard, who, on account of his religious positions, was imprisoned from 1530 to 1536, in the Castle of Chillon, located at the east end of Lake Geneva, in the Canton of Vaud, Switzerland, on an isolated rock, surrounded by deep water, and connected to the main land by a wooden bridge. The poem referred to has made the place famous. — New Am. Cyclopcedia. Lesson XGVII. — Gar-cas-sonne. A town in the south of France, here used as the representative of an ideal place of per- fect happiness. Lesson XGVIII. — Vage 301. "The Air Mothers." This lesson very beautifully describes the action of the winds. At the equator, the air is much rarer than at or nearer the poles. This light air rises, while the cooler and more dense air rushes in from the poles toward the equator to fill the place of the warm air, while this denser air, in its turn, becomes heated, ex- pands, and rises, and in higher altitudes turns again towards the poles to take the place of the winds constantly going from the poles to the equator. As it reaches higher latitudes and approaches the poles, it becomes cool again, and presses down towards the earth, thus tending, at times, to press on the under current toward the equator ; sometimes, however, it contends with this under current, and at other times, after reaching the neighborhood of the tropics, it turns back with it towards the equator. If the earth had no rotary motion, the upper current would move directly north, and the under current directly south, FIFTH. READER. 73 in the Northern hemisphere, but the rotation of the earth, with the atmosphere, towards the east, tends to move away from the wind ; and, as a resultant, we get a southwest wind in the northern hemisphere and a northwest wind in the southern hemisphere. The same causes operating, give us, in the case of the return winds from the poles to the equator, a northeast wind in the northern hemisphere, and a southeast wind in the southern hemisphere. For a more full description of these winds, and the causes producing them and giving them direc- tion, see Guyot's " Physical Geography." These winds in the tropical regions become saturated with the vapor that is con- stantly rising from the seas and streams of water, which, as the air becomes more dense in colder latitudes, is expressed, and descends in rain, or snow and hail. Understanding these points, we are prepared to interpret the many beautiful allusions in the lesson. The warmth and moisture, having been taken out of the tropical winds, they return, cold and dry, and hence are called in the last clause of the seventh verse, " the ghosts of their dead sisters." As the winds meet each other in the neigh- borhood of the tropics, and so, farther north, there comes the contest described in the eighth verse. The process of extracting the rain from the clouds is described in the ninth verse. The action of the upper current on the lower is described in the eleventh verse. The mission of the winds and the rains in taking seeds from the trees, transporting and planting them in the soil, is beauti- fully described in verses 2, 3, 4, and 10. Lesson GUI. — Page 320, verse 10. The author refers to himself, in the last line, as a Western man. Lesson GV. — The process of taking up the water from the seas and streams has already been described in Lesson XCVIII. This sufficiently explains the reference in the first two lines of this lesson. " From my wings are shaken the dews." This refers to the moisture in the atmosphere, extracted from the clouds and other sources by the action of the sun, and which condenses and falls in the form of dew. 74 TEACHERS' MANUAL. " Their mother's breast," referring to the earth. " Genii," found in next to the last line in the second verse, is the plural form of ge'-ni-us, which will be found fully explained in Webster's Unabridged Dictionary. It may here be interpreted spirits. When the sun rises, the stars are no longer seen, although they continue to shine the same as in the night. They are eclipsed by the greater brilliancy of the sun, and hence may be said, as in the fourth line of the third verse, to " shine dead." Lesson CVII. — Page 331. As moulds are made of sand and clay, the allusion in the first lines of the first verse will be read- ily understood. Copper is hard and ductile, while tin is soft and somewhat ductile. This will explain the reference in the last lines of the fourth verse. 5th verse. — The " breach," is the place for turning in the metal. As the molten metal is poured into the mould and comes in contact with the moist earth, the steam and vapor rise from the opening in the mould. 7th verse. The "Vesper-bell," is the evening bell, the hour when hired workmen leave off their labor, although the master or employer may continue his toil to a later hour, as is often the case. Lesson CX. — Page 340. Marie Antoinette, Queen of France, daughter of Francis I., Emperor of Germany, was born in Vienna, November 1, 1755, and guillotined in Paris, October 16, 1793. Her husband was Louis XVI., King of France. They lived in troublous times, and fell a prey to the revolutionary spirit of the French people, and were both executed in the same year. She is represented as a very accomplished and noble woman. Lesson CXI. — Reference maybe found to " Tubal-cain " in Genesis iv. 22 ; where he is said to be " an instructor of every artificer in brass and iron." It is very likely this poem is founded on this record. Lesson CXIII. — In the polar regions, are six months day and six months night. When the sun appears after the long night, it has q, dark scarlet appearance, which tinges the snow FIFTH READER. 75 and ice fields with its own color, giving the whole landscape a singular appearance. It is at this season that the ice melts, the water runs, and the bergs break off and sail away. This is all described in the first verse. Lesson OXV. — Verse 7, " Amphion's Strain." Amphion was a mythological character, who was said to have fortified Thebes by playing upon his lyre, — the stones assuming their proper position in the wall, as he played, in obedience to his wish. His life was devoted to song and music. Lesson CXVL — " Mat'-ter-horn," a prominent mountain in the Alps. Elevation, 14,771 feet. Verse 6, 2d line. — " Vivas." See Vive in Webster's Una- bridged Dictionary, a form of congratulation, meaning " success to." The Italians mentioned, in this sketch of the " Summit of the Matterhorn," were a party who had started a few days before Whymper, by another route, to scale the Matterhorn. The ri- valry felt was not personal so much as national. Each party was anxious to reflect the glory of the conquest of the Matterhorn on its own land. Hence the exultation of the Englishmen at finding the summit clear. 9th verse. " Viso," pronounced vee-so ; Zermatt, pronounced tser'-matt ; Breil, pronounced Brlle. L,esson CXXLI. — Carthage was the famous capital of a re- markable country by the same name, located in the north of Africa, supposed to be a little north of the present site of Tunis. Armorica was the northwestern part of France, and answers to Brittany. By the " Peninsula " is meant Spain. The " Titans " were fabled giants of enormous size and strength, hence the name comes to represent these characteristics. Lesson GXXIX. — Verse 11. " Lord Wellesley," was an Eng- lish lord of great influence in British politics at the time of our Revolution, as was also Mr. Percival, a lawyer and politician. Lesson GXXXIL — " Montrose" (James Grahame) was made Marquis of Montrose, a parliamentary borough, on the eastern 76 TEACHERS' MANUAL. coast of Scotland, about seventy miles northeast of Edinburgh, by Charles I. He distinguished himself as a scholar, a poet, and a military leader. He took a somewhat brilliant part in the troublous times in which he lived ; espousing, alternately, the royal cause and that of the Covenanters. He died on the gal- lows, at Edinburgh, at the age of thirty-nine years, being, at the time, engaged in the cause of Charles TI. For further de- tails, see New Am. Cyclopaedia. Lesson CXXXJLL — "Brutus." Lucius Junius, one of the first Consuls of Rome, distinguished for his zeal in banishing the race of kings from Rome, and in establishing and maintaining a Republic, even at the cost of the lives of his own sons, whom he judged, and sentenced to death for their conspiracy against the Republic. On that occasion he is reported to have said, " A man may have many more children, but never can have but one country, even that which gave him birth." The reference in the second verse is to Washington. " Hampden," was a member of Parliament for the borough of Grampound, Cornwall, under Charles I. He was a man of great wealth, and distinguished himself as a statesman, and es- pecially by his determined stand against the oppressive acts of the king, and, particularly, an attempt to raise money by a forced loan, and the imposition of " ship money" a tax which the maritime counties had sometimes paid in time of war instead of furnishing ships for the navy, and which was now demanded from the inland counties in time of peace. See New Am. Cy- clopaedia. " Burke," Edmund, a distinguished English statesman and scholar of the seventeenth century. " Amiable in private life, exemplary in all his private relations, of unexampled powers of conversation, and munificently accomplished in the various walks of philosophy, science, politics, history, and literature, he en- deared himself to a large circle of friends, as much by the beauty of his character as by the prodigious capacities of his intellect. Burke justly reached, by the mere force of his abilities, the most elevated positions of statesmanship ; as an orator, he stands at the head of British eloquence ; his writings, distinguished by TEACHERS' MANUAL. 77 imperial imagination and a mighty sweep of logic, are still the study of rhetoricians, after the interest of their subjects has passed away ; and he leaves to posterity a name unspotted by any vice or weakness. Americans, especially, will long con- tinue to cherish his memory, because of the useful and magnan- imous service he rendered their fathers in the dark days that preceded their emancipation." — New Am. Cyclopaedia. The " orator of Virginia," referred to in the fourth verse, is Patrick Henry. Lesson CXXXIV. — The " Barcan desert," referred to in the sixth verse, is in the north of Africa. Lesson CXXXV. — Page 405, "Blowing up the Bridge." The incidents given in this lesson occurred April 5, in the year 1585, in the war between the Dutch and Spaniards in the siege of Antwerp. The bridge referred to united the towns of Kalloo and Ordam on opposite sides of the Scheldt River, east of Antwerp. Lesson CXXX VILL — Page 415, 3d verse. "The narrow seas," the seas to the east and south of Great Britain. PART SECOND. ELEMENTS OF SPOKEN ENGLISH. CLASSIFICATIONS. To be able to teach reading or speaking properly, it is absolutely necessary that the teacher should make him- self familiar with some classification of the elementary sounds, the basis of which should be thoroughly under- stood. It is still better to be acquainted with several classifi- cations made upon different bases. Each new plan of classifying sheds additional light on some portion of the subject, or helps to make some other system clear. But the highest value is found in making a classifica- tion for one's self, instead of copying from others. In order to do this, however, a most patient and dis- criminating observation and study of the nature of spoken sounds must be made, in a great variety of cases, and under every form of utterance. While many of the sounds of any language remain the same from age to age, others undergo greater or less change. What was correct, may soon come to be incor- rect ; and what was elegant, may become inelegant. Provincialisms have wonderful power. Peculiarities of tone or of inflection, or of some manner of pronunciation or of expression daily strike the ear. In determining the proper sounds of good English speech, everything which does not agree with the present CLA SSIFICA TIONS. 79 pronunciation of the best educated people who speak the English language, must be thrown out of the account. Great care must be taken not to include errors of in- dividual speech, or to follow authorities which have been superseded. Standard works on this subject soon fall behind the times, and dictionaries, even, which so many think infal- lible, sometimes need revision. Whether these elementary sounds are long or short, simple or compound, constituted of tone or of breath, or of both ; whether made in the throat or mouth or nose, by aid of palate or tongue or teeth or lips ; whether loud or soft, smooth or rough, liquid or abrupt; are some of the more obvious inquiries which must be met and answered before one can enter upon the work of classification. The physiology of speech determines the most impor- tant part of this work. While books may be studied to great advantage, if their teachings are constantly scrutinized in the light of actual vocal utterance, it is far better to study the living speech of the best educated people. Nay, this must be done — for here is authority. Not that all who have a claim to the distinction of be- ing educated are sure to utter every sound correctly. By no means. But some will do this, and from them, as a whole, may be expected an accuracy of speech that can be found in no other way. The speech of children and of the uneducated, while of no value as authority, will be found very suggestive in illustrating the natural difficulties of utterance, and in showing the best methods of overcoming such diffi- culties. The classifications which follow are made on different plans. No. 1 takes as its basis the familiar divisions of 80 TEACHERS' MANUAL. VOWELS and CONSONANTS. Although these terms have lost somewhat of their original signification, and some changes, which will be noted hereafter, have occurred, by which some sounds in both divisions are essentially changed from what they once were, still, many sounds remain the same. For this reason, and because these terms — vowel and consonant — seem, to many teach- ers, to be expressive of distinctions of real value, they are kept in use. It must be borne in mind, however, that these are not written vowels and consonants, but spoken vowel and consonant sounds, and that, therefore, the order a, e, i, o, u, etc., though it was once physiological, is not observed. The term VOWEL is intended to comprise those free voice sounds which are made by the voice organs x with- out interruption from the speech organs. 2 In the utter- ance of any vowel, these organs remain open and mo- mentarily fixed; but they may change in shape and position, and by this change modify the sound as it comes from the vocal chords — where it is undoubtedly one and the same sound, — into the different vowels. The term CONSONANT is applied to all the remaining sounds. The consonants are made by the speech organs, acting with the voice organs, and consist of various inter- ruptions of tone or breath, or of both, running through all the degrees of partial, and including perfect, contact of the speech organs. By the perfect contact, nine con- sonants are made ; (p, t, k, b, d, g, m, n, ng,) hence called the perfect consonants. 1 The voice organs are the chest and larynx. 2 All the organs above the larynx are speech organs. ELEMENTS OF SPOKEN ENGLISH. 81 o i s -a ^ « §5 0) ej £ T3 fefi g 2 o II II a "i x z p © 9 o p=5 „ ^ O to M co p-< "3 - s 1 <5 1 > * -S £ CQ o 1 " 1 CQ* 1 o 4 1 8 W n | to *a < o s w w 1 3 | O CQ Oh S ft. a CQ o 1 _ ^ O | o OS pq ►3 is I*" ■s . 1 §5 s>i) !« ^ 1 '- CQ < i Q S |« 1° "-"CQ ft. 1 CQ is J= -3 it to in M 1 Jill pp • 02 CD 1 SI p« *» ■ ,n ->o lO • i Ph i 6 o s 1 1 1 1 :«S :e8 oS: *■* CQ O H ^ II II II II CQ 123 a w § O * H < o i> H o w * )S O fl o °>8 1 9 u « CQ ft* 1 CQ io ie3 »c3 :c8 <-3 ei: •o,8 82 TEACHERS' MANUAL. EXPLANATIONS AND ILLUSTEATIONS OF THE TABLE. In making both vowel and consonant sounds, the po- sition of the speech organs is indicated in the table above by the terms, " open," " closed," " partly open." Some of these sounds remain the same from beginning to end. They are then called " simple." Others be- gin with one sound, and gradually change into another. Such are called " compound." The nature of the sound depends upon two things : the air from the lungs may be driven against the vo- cal chords, and its force spent in causing them to vibrate, thus putting the column of air above the larynx in vi- bration ; or, it may be emitted without being converted into vocality. In the last case, the air is made audible by a rushing sound given to it by driving it through some compressed opening, either of the glottis, or of some of the speech organs. When the air is made vocal, it is called " Tone," or " Voice ; " if not vocal, it is called " Breath," or " Aspi- rate." The air may be emitted in both ways at the same time ; such a mingling is called simply " Tone and Breath." There is the further distinction of time of utterance. It is a fact, accounted for in various ways, which need not be examined here, — that different lengths of time are employed in the utterance of sounds. By common con- sent these are classed as " Long," and " Short." This does not mean that all of the long are of equal length, nor all of the short. All of the consonants that are wholly or partly vocal, should be made full and long ; all that are aspirate should be made short and sharp. 1 1 H is an exception ; it is sometimes long and sometimes short, — long before long vowels, and short before short vowels. LONG SIMPLE VOWEL SOUNDS. 83 This is for the sake of adding strength and beauty to the utterance. The distinction between elegance and inelegance in reading or speaking is in the utterance of consonant sounds, and no practice is so valuable as that spent in acquiring the habit of faultless pronunciation of the ele- ments. LONG SIMPLE VOWEL SOUNDS. In the first column of the Table, is given the physio- logical order of uttering the long simple vowel SOUNDS. This scale is a sliding one. The difference between the vowels is made by the speech organs. These, by their adjustment in various ways, cause the cavities of the throat and mouth to re-inforce such vibrations of the air as may be needed to give the required sound. 1 ILLUSTRATIONS OF THE LONG SIMPLE VOWEL SOUNDS. The words of this list, when spoken, exhibit the long SIMPLE VOWEL SOUNDS OF SPOKEN ENGLISH. Each character in the column below, at the left of the page, represents the sound heard in the proper pronuncia- tion of the words annexed. It is these SOUNDS which are classified, and not the printed characters. The marks for the vowels are the same as those in Webster's dictionary, e in we, she, he, me, ye, mete, eve, eke, era, equal, evil, even, reach, real, recent, reap, re-load. a in mate, fate, pate, rate, cave, rave, lave, made, glade, shade, wade, pale, fade, take, rake, lake. a in ask, chance, chant, grasp, fast, last, pass, gasp, graft, branch, past, mast, vast, trance, can't, shaft. 1 oo, physically considered, is a single vibration, which is called the fundamental tone. 5 is the same tone with its octave, above, added, etc., etc. This is explained more at length in the " Elocution." 84 TEACHERS' MANUAL. a in arm, far, hark, tar, charm, march, bard, cairn, palm, balm, psalm, salve, halve, alms, gape, father, u in urn, burn, furl, hurt, church, turn, lurk, nurse, cur, churn, bur, burly, burst, curse, fur, curl, churl. a in all, talk, fall, walk, hall, small, thrall, wall, gall, pall, ball, squall, call, chalk, tall, stall, scald, malt. 6 in note, old, go, spoke, roll, no, mote, pole, smoke, mode, wrote, rote, stroke, fold, hold, joke, vote. 65 in moon, loose, cool, gloom, shoot, fool, spool, rood, boot, tool, boon, coon, spoon, stool, room, smooth. SHORT SIMPLE VOWEL SOUNDS. The second column in the Table contains the physio- logical order of uttering SHORT SIMPLE VOWEL SOUNDS. This column corresponds nearly, sound by sound, to the first, — l being very nearly the sound of e shortened, — e nearly the same as a shortened, — a the same as a shortened, — o the same as a shortened, — etc., etc. By putting the organs in a position to utter any long vowel sound and then making a short, sharp sound, hold- ing the organs fixed all the time, the corresponding short sound will be produced. ILLUSTRATIONS OF THE SHORT SIMPLE VOWEL SOUNDS. The words of this list, when spoken, exhibit the short VOWEL SOUNDS OF SPOKEN ENGLISH. I in mill, grip, split, tick, bib, lip, grit, lisp, pit, fin, this, sing, ring, will, spill, it, still, rill, in, pill. e in met, wed, neck, end, spell, fell, bed, dgbt, che'ck, fled, red, shed, get, fret, net, jet, kept, wept, a in at, map, bad, damp, stamp, tag, tack, mad, add, glad, had, back, shad, black, stack, cat, hat, rat. 6 in not, gSt, lot, shot, trot, hot, tSp, shop, drbp, stop, mop, hop, hSck, stock, clftck, shock, I8ck, 5dd. COMPOUND VOWEL SOUNDS. 80 ii in but, nut, shut, rut, tub, hum, tun, hut, jump, pump, pluck, stuck, duck, jut, lump, stump. 1 in cross, loss, toss, moss, frost, cost, broth, gone, off, trough, cough, wroth, cloth. 2 in wholly, obey, opinion, oblige, omit, Olympic, opaque, opine, oration, original, do in fdbt, good, book, cook, wdbd, stdbd, hood, look, hook, took, crdbk, shook, wool, nook. COMPOUND VOWEL SOUNDS. In the third column in the Table, the elements of the compound vowel sounds are given. It will be seen that T, as in mind, is begun at a in the vowel scale, and slides forward, in the mouth, to e, or, as it is better to consider it, for the sake of making the last sound short, to 1. Ou, as in house, begins at a and slides backwards to 60, or, for the sake of the short terminal sound, to 06. Oi, as in voice, begins at a and slides forward to i. U, as in pure or fume, begins at 1 and slides to ob. 3 ILLUSTRATIONS OF THE COMPOUND VOWEL SOUNDS. The words of this list, when spoken, exhibit the COM- POUND VOWEL SOUNDS OF SPOKEN ENGLISH. T in mind, find, grind, blind, kind, mild, child, piled, file, fire, pine, shine, wine, pint, nice, mice. ou in house, out, shout, pout, rout, bound, ground, sound, found, round, mound, pound, hound, cloud. oi in voice, choice, toil, coil, oil, foil, spoil, boil, coin, join, void, joint, foist, soil, moil, roil, hoist. u in mute, cure, fume, cube, tune, duty, mule, yule, lute, pure, fury, punic, purity, muse. 1 See § 21, Webster's Dictionary, Principles of Pronunciation. 2 See § 20, as above. 3 These are hints for the better understanding of the Table. For a full treatment see the Elocution. 86 TEACHERS' MANUAL. There are a few other vowel sounds indicated in the " Principles of Pronunciation " of Webster's Dictionary. Some of them, as the sound of a before r in such words as air, care, bear, etc., and the sound of e before r, in such words as ere, there, heir, etc., may be seen in their analysis to be easily referred to the list above. E, as in ermine, verge, I, as in mirth, and y, as in myrtle, are, by many, still pronounced as a compromise between u and e. Most people, however, give the sound of u simply, and this pronunciation seems to be rapidly gaining ground. The attention of the older pupils should be called to all that is said in Webster on these " occasional sounds," and they should be allowed to have their preference in all cases where there is an authority to sustain them. What is said of " vowels in unaccented syllables " should be carefully studied, and everything which has a direct bearing on this subject should receive the attention which its merit demands. It will be observed that the letter o, representing the sound of o as heard in cross, loss, gone, trough, etc., is not marked. The reason for this is, that Webster gives no characteristic mark for this sound ; in some cases it is marked o and in others 6 ; and yet he acknowledges in § 21, referred to in the foot-note, that it can be neither the one nor the other. It is evidently the sound of a shortened. •The sound of o in obey, omit, etc., is what Webster calls the obscure sound, and he leaves it unmarked. It is simply long o shortened. PERFECT CONSONANTS. The first nine consonants (p, t, k, b, d, g, m, n, ng) are called the " perfect consonants," because they are made by a complete contact of the speech organs. PERFECT CONSONANTS. 87 The following classifications which have been used in other books, help to explain their nature : — Mutes. Orals. Labials (made by the lips) p b . Linguals (made by the tongue) t d , Palatals (made by the fce) k g . Atonies. Sub-tonics. Nasals. . m (mp)i . n Labials p Linguals t Palatals k Aphthongals. Labials p .... Linguals t Palatals k Phthongals. ... b .... ... d .... ... g .... • ng Nasals. Surds. Labials p . Linguals t . Palatals k . Sonants. ,. b .. .. d .. ,. g .. . m . n • ng Nasals. . m . n . nsr Check-sounds. f Labials p 5. ) Linguals t ' Palatals k Sub-vocals. .... b ... .... d ... .... g ... Nasals. m n ng Or putting them together with their various names. Mutes, Orals, or Atonies, or Sub-tonics, Sub-tonics or Aphthongals, or Phthongals, or Surds, or Sonants, or Check-sounds, or Sub-vocals, • or Nasals. Labials P b m Linguals t d n Palatals k g ng There are still other names ; but these are sufficient to show that they all have the same general meaning ; i. e., that p, t, and k, do not have vocality or tone, and hence are called mutes, atonies, aphthongals, or surds ; that b, d, 1 See note on page 96. 88 TEACHERS' MANUAL. and g, are vocal sounds, and hence are called orals, sub- tonics, phthongals, and sonants ; that m, n, and ng, are nasal sounds, and hence are called nasals or sub-tonics. They all show that p, b, and m, are made by the lips, and hence are called labials ; and t, d, and n, are made by the tongue, and hence are called Unguals ; and k, g, and ng, are made by the palate, and hence are called palatals. The following illustrations will serve to show the na- ture of these elements. Suppose we have several pipes through which water is flowing. Let the water represent a vowel tone or vocal sound. Let each of these pipes have stop-cocks to stop the flow of the water. ILLUSTRATION OF PERFECT CONSONANTS. 89 No. 1. ILLUSTRATION OF PERFECT CONSONANTS. 91 Suppose Fig. L, No. 1, to be an iron pipe. If the stop- cock at p be suddenly closed, the flow of water will in- stantly cease. Another stop-cock at t will cut off the flow a little farther back ; another at k, still farther back. The following is what takes place in the case of the elements p, t, k. The voice is flowing through the mouth. The sudden closing of the lips checks the sound instantly. This is p. Again, the voice is flowing. The sudden closing of the tongue against the roof of the mouth checks the sound instantly. This is t. Again, the voice is flowing. The sudden closing of the palate against the tongue checks the sound instantly. This is k. It will be seen that p, t, and k, are alike in that they all check the vowel sound instantly. They differ in the place of doing it : p, at the lips ; t, at the tongue ; k, at the palate. Initial p, t, k, may be illustrated by the sudden open- ing of the stop-cocks. Suppose Fig. 2 to be an elastic tube which will stretch to the dotted lines. The stop-cock at b is suddenly closed. The flow of the water does not instantly cease, but continues at a diminished and diminishing rate, as long as the tube will stretch. When the tube can stretch no more, the flow ceases. If the stop-cock at d be closed, the flow will not con- tinue quite so long as in the last instance mentioned, be- cause the space between b and d is no longer available. If the stop-cock at g be closed, the flow will cease as soon as the space above g shall be stretched to its full capac- ity. The following is what takes place in the case of the elements b, d, g. 92 TEACHERS' MANUAL. The voice is flowing through the mouth. The lips are completely closed, precisely as in the case of p, but the mouth and throat are allowed to stretch, and the vocal sound continues for an instant. This is b. Again, the voice is flowing. The tongue closes against the roof of the mouth, precisely as in the case of t, but the mouth and throat are allowed to stretch, and the vocal sound is heard for an instant. This is d. Again, the voice is flowing. The palate closes against the tongue, precisely as in the case of k, but the throat is allowed to stretch, and the sound is heard for an in- stant. This is g. Initial b, d, g, may be illustrated by a momentary flowing before the stop-cocks are severally opened. In all these cases, (p, t, k, b, d, g) the palate closes the passage through the nose. Suppose Fig. 3, to be an iron pipe. The stop-cock at w, cuts off the forward flow, but opens another pipe, through which the flow is now directed. So with the one at w, and with the one at ng. The following is what takes place in the case of the elements m, n, and ng. The voice is flowing through the mouth. The lips close as in the case of p, and of b, but the passage through the nose opens and the vocal sound continues to flow, but now through the nose instead of through the mouth. This is m. Again, the voice is flowing. The tongue closes against the roof of the mouth, as in the case of t, and of d, but the passage through the nose opens and the vocal sound continues to flow through the nose. This is n. Again, the voice is flowing. The palate closes against the tongue, as in the case of k, and of g, but the passage through the nose opens and the vocal sound continues to flow through the nose. This is ng. ILLUSTRATION OF PERFECT CONSONANTS. 93 No. 2. ILLUSTRATION OF PERFECT CONSONANTS. 95 Initial m, and n, may be illustrated by water flowing through the side tubes before flowing through the main tube. Figs. 1', 1', 1', 2', 2', 2', and 3', 3', 3', show the posi- tion of the speech organs for each element. The vibration of air caused by the vocal chords ceases, at once, in case of p, t, and k. It continues for an in- stant in case of b, d, and g. These latter are all made in the closed mouth and throat. The vibration continues freely in the case of m, n, ng. These are all made in the nose. The difference between them is that m vibrates against the lips, as does b ; n against the tongue, as does d ; and ng against the palate, as does g. No. 2 illustrates, by an iron tube, fitted with stop-cocks, the direction of the sound from the throat through the mouth and nose, in the sounds of m, n, and ng. The vowel tone, checked by the lips and sent back- ward, and out at the nose, is m. If checked at the roof of the mouth by the tongue, and sent backward and out at the nose, it is n. If sent upward and out at the nose, it is ng. The direction of the arrows, with each letter, shows the course of the sound. The cut shows how these sounds are made from the vowel tone, and how they differ from each other. 96 TEACHERS' MANUAL. ILLUSTRATION OF THE PERFECT CONSONANTS. The words of this list, when properly spoken, exhibit the " perfect consonants." p in pit, cap, pipe, rap, kept, shop, drop, stop, chop, pay, pick, chip, sipped, mapped, lopped, pippin. t in toy, tack, mat, hat, time, tin, took, prate, putty, shutting, motley, mutter, tell, tick, turn, test, pet. k in keep, leak, baked, king, shaker, bask, keel, slack, cracked, jerk, kick, quick, cake, nick, stick. b in boy, by, bowl, rob, nob, dob, bobbed, nobby, stabbed, grab, boil, nib, bay, mob. d in deep, day, mad, dark, dirk, shod, toddle, shadow, padded, nodding, cloud, handy, plod. g in go, bag, give, drag, wagon, get, gift, dagger, dig- ging, gag, shaggy, jaggy, lagged, jug, sprig, plug. m in may, man, miss, came, trim, aim, clamor, maimed, mammon, much, make, mar, blame, shame, moon. (^mp in empty, tempt, exempt, redemption, pumpkin, consumptive, bumpkin, sumptuous, stump, lump.) n in nun, nod, gun, fun, nail, ten, nip, panel, funny, sunny, dinner, sinner, tin, pan, new, tiny, nose, clan. ng in sing, ring, bring, long, young, gong, sprung, strung, singing, sting, cutting, singer, slinging. 1 The p in empty, tempt, etc., indicates that the flow of the sound, which is making the m, is cut off by the sudden closing of the passage, through the nose. Study this list of mp's carefully. PARTIAL CONSONANTS. 97 THE PARTIAL CONSONANTS. w. The sound which the character w represents is nearly, or quite, the sound of 6b modified by a little compression of the lips. This compression, though slight, gives a little aspira- tion, which makes it necessary to class w among the con- sonants. It is largely tone, slightly aspiration. y. The sound which the character y represents is nearly, or quite, the sound of e modified by a little com- pression of the tongue, which gives a slight aspiration and makes it a consonant. It is largely tone, slightly aspiration. h. This character represents sixteen different sounds. Each sound is a rough whisper of the vowel which imme- diately follows the h in the word. The organs assume the position to utter the vowel, and the air is driven out forcibly, so as to be audible at the same distance as is the vowel. Thus, h-St. The o is first whispered roughly and then vocalized. In h-at, the a is first whispered roughly and then vocalized. So for h-Tt, h-ate, h-ere, h-obt, h-all, etc., etc. It is properly neither a vowel (for want of vocality) nor a consonant (because a free sound), though classed among consonants for convenience. The number of h's must be the same as the number of simple vowels. They differ from each other as the vowels differ. wh. It is sufficiently accurate to say this character (wh) represents the rough whisper of w. In Anglo-Saxon, it is written hw. The exchange of places of the letters does not affect the sound. The aspiration (h) is always heard first, as in when, — spoken as if written, as for- merly, hwen. 7 98 TEACHERS' MANUAL. Authorities are about evenly divided on the question whether, after the w is aspirated, it is vocalized; or whether it is simply aspirated, and the vocalization omit- ted, the vowel following in the word being the next sound heard after the aspiration. For example, whether, in when, it is w aspirated, w vocalized, e vocalized, etc. ; or, w aspirated, e vocalized, etc. The facts probably are that some vocalize the w and some do not. In teaching, however, there is no need of insisting upon either method to the exclusion of the other, since not one ear in a thousand can tell which is followed, when the words are properly spoken. 1. The position of the organs : — The throat and lips are open, and teeth separated. The tongue touches the roof of the mouth just above the front teeth, and is free at the sides. The sound is pure tone, and issues at these side openings. r. The position of the organs : — The throat and lips are open, and teeth separated. The tip of the tongue points directly upwards to the roof of the mouth. The sound is pure tone. 1 f. The position of the organs : — The throat is open. The front upper teeth touch the under lip. The air is driven between. The sound is pure aspiration. s. The position of the organs : — The throat and lips are open, the teeth separated. The sides of the tongue touch the teeth and the roof of the mouth. The tip of the tongue nearly touches the roof of the mouth just above the front teeth. The air is driven through this nar- row opening. The sound is pure aspiration. 1 The trilled r is not an English sound. ILL US TRA TIONS OF PA R TIA L CON SON A NTS. 99 sh. The position of the organs : — The throat and lips are open, teeth nearly shut. The air is driven between the upper and lower teeth and tongue. The sound is pure aspiration, th. The position of the organs : — The throat and lips are open. The end of the tongue touches the inner surface of the upper front teeth. The air is driven between the tongue and the teeth. The sound is pure aspiration. v. The position of the organs is the same as for f. The v adds strong vocality to the f. z. The position of the organs is the same as for s. The z adds strong vocality to the s. zh. The position of the organs is the same as for sh. The zh adds strong vocality to the sh. th. The position of the organs is the same as for th. The th adds strong vocality to the th. ch = t sh ; x = ks ; x = k sh ; j = d zh; x = gz. The ch, x, and j, so nearly represent the sounds indicated in this analysis, that, in teaching, no practical error will be made, if the pupil, in speaking them, utter the anal- yzed sounds. The older pupils should be told that the sounds are not exactly the simple elements as analyzed, but as nearly such as compound sounds can be repre- sented. ILLUSTRATIONS OF THE PARTIAL CONSONANTS. w in woo, wet, with, wound, wax, weal, wand, wait, wood, wing, wall, wilt, word, work, wit, wink. y in yes, you, yea, young, ye, yawn, yoke, yarn, yield, your, yacht, yeast, yell, yelp, youth, yard. wh in why, when, what, which, whether, whiff, wheel, wheat, whist, white, whirl, whack, whip. 100 TEACHERS' MANUAL. h in h-eafc, h-ate, h-ast, h-ard, h-urt, h-all, h-old, h-oot, (8 distinct long h's). h in h-it, h-en, h-at, h-ot, h-ut, h-orrid, (w)h-olly, h-ood, (8 distinct short h's). (Thus we have 16 h's, at least, perhaps more.) 1 in let, tell, like, leap, filling, malice, willful, still, spill, illy, drill, loose, jelly, lovely, lily, pull. r in ran, road, river, carol, poorer, herd, far, tory, glory, bore, terse, ore, merit, merry, urge, spirit, f in fire, fife, staff, for, fame, loaf, shift, waft, off, differ, softly, faithful, chief, puff, fix, lift, s in see, sips, same, yes, miss, spin, seat, sat, mist, massy, resting, us, lacks, hats, caps, less, gifts. sh in shine, cash, hush, flesh, push, usher, hashed, shod > shout, hashish, washing, flushed, dish, shelf, th in thin, thick, thump, thought, thorn, think, thatch, theme, thank, thaw, worth, pith, path, oath. v in vain, voice, view, vote, civil, novel, value, void, knave, rave, love, rove, shove, stove, moving. z in zone, zeal, gaze, maze, zero, zinc, zest, zigzag, dizzy, zephyr, zounds, zebra, graze, zenith, furze, zh, as represented by z and s, in azure, grazier, seizure, glazier, hosier, hoosier, measure, pleasure, treasure, th in thou, this, thine, with, these, mother, other, brother, those, the} r , thee, then, that, father, there, their. oh (=t sh, or nearly) in chill, child, church, cheap, rich, niche, choice, chink, choose, chine, chance. x (=ks) in tax, next, ax, expect, mixed, text, vexed, wax, perplex, sex, box, fox, ox, fix, expense. x (=k sh) in anxious, fluxion, luxury, noxious, com- plexion, reflexion, deflexure, flexuous. j (=d zh, or nearly) in jam, jar, joke, jump, juice, judge, just, jest, jelly, jolly, jack, jeer, jag. x (=gz) in exist, example, exert, exalt, exhaust, ex- emplary, exhort, exuberant, exult, exhibit. ELEMENTS OF SPOKEN ENGLISH. 101 Another classification of the elements of spoken Eng- lish is here given. It will commend itself to all who do not like the division into " vowels " and « consonants " and it will repay thoughtful study. 102 TEACHERS' MANUAL. VOICE- AND- BREATH SOUNDS. to o & Ah g o Ph o o ■a m n3 bo II II 1 hi S o > s is "B £ ^ m p p o w H «1 H PQ to P Ph O Ph ft O g O O e ^3 ^ co W m *» ^ .« II II II Ph g oq 1 -S ^ ■ * * g 1 1 Ph S o | £ Long and Short. h (Long before long vowels, and short before short vowels.) P JZ5 P O 02 H O > ft s H Ph | □Q bo s o e | « S g 1 x> t3 bn s Made by Lips. P Made by Tongue, t Made by Palate, k >* TO ■— i u to Ph O o Ph N o O 1-1 ~ >8 « 13 Ml| :e3 :o3 e«: ,_ II II II II ' ~ § -3 * CM g to 05 1 | icu ic3 .83 :o3 n 1825. He accepted the professorship of Modern Languages in this college, and, after a sojourn in Europe, entered upon his duties in 1829. In 1835, he was appointed to the Chair of Modern Languages and Literature at Harvard ; he held this position until 1855. Longfellow is more highly es- teemed in England than any other American poet. His prose works are "Hyperion" and " Kavanagh." His prin- cipal poems are " Hiawatha," " Evangeline," " Courtship of Miles Standish," " The Divine Tragedy," and many translations and shorter poems. James Russell Lowell was born at Cambridge, Mass., February 22, 1819. He is a descendant of Perci- val Lowell, who emigrated from England, and settled in Massachusetts in 1639. Mr. Lowell graduated at Har- vard College in 1838. He entered the profession of law, but soon after abandoned it, and devoted his talents to literature. He has written both poetry and prose. His best known works are short poems, such as " The Vision of Sir Launfal " and "The Biglow Papers." The latter is a political satire on the war with Mexico and the state of the slavery question. In 1855, Mr. Lowell was ap- pointed Professor of Modern Languages and Belles-lettres in Harvard College. SKETCHES OF AUTHORS. 147 Sir Edward Bulwer Lytton was born in England, 1805. He graduated at Cambridge in 1826, and again, as M. A., in 1835. His fame rests upon his novels and dramas, yet he has written some poems, the best of which are translations of Schiller. The " Last of the Barons," and " Last Days of Pompeii," rank high among his historical novels. His novels are very numerous. His best dramas are " The Lady of Lyons " and " Rich- elieu." Charles Mackay, one of the most popular of Eng- lish lyric poets, was born at Perth, Scotland, in 1812, but has spent almost his entire life in England. His great work has been as editor ; and in this capacity he has been associated with several leading journals. In connection with this labor, he has written many popular songs, and several books of a semi-historical character. The whole influence of his life and writings has been thrown on the side of popular reform. His style is characterized by a hearty, cheerful, democratic spirit. Jonathan Maxcy, born in Massachusetts in 1768, a graduate of Brown University, and president, at differ- ent times, of three colleges, of which his Alma Mater was one, is the author of several published orations, ser- mons, and addresses, and also of a "Lecture on the Phi- losophical Principles of Rhetoric and Criticism." His death occurred in 1820. Jules Michelet, a French historian, was born in Paris, 1798. He was a brilliant pupil in the College Charle- magne. In 1821, he was called to the Chair of History in the College Rollin. In 1838, his reputation, owing to a series of historical works, was such that he was ap- pointed to the Chair of History in the College of France. His lectures were remarkable for democratic ideas and for enmity toward the Jesuits. The government of Louis Philippe forced him to resign his position. His chair 148 TEACHERS' MANUAL. was restored after the Revolution of 1848, and he con- tinued to occupy it until the accession of Louis Napoleon, 1851. After his retirement, he wrote several lighter works. Some of his histories have become classics in France. Hugh Miller, born in 1802, at Cromarty, Scotland, is equally renowned as a geologist and as an author. In spite of his few advantages, his diligent study in leisure hours, combined with his natural genius, made him the peer of the first literary and scientific men. His occu- pation of stone-cutter naturally led him to the practical study of geology. His greatest works are " Footprints of the Creator" and the " Testimony of the Rocks." In a temporary fit of insanity, produced by overwork on this latter production, he committed suicide ; thus terminat- ing, in 1856, near Edinburgh, a life that might have been useful for many years. Donald G. Mitchell, — "Ik Marvel," — a native of Connecticut, was born in 1822 ; is a graduate of Yale, and, of late years, has spent much of his time in rura] occupations. He is best known by the graceful sketches in "Dream Life " and " Reveries of a Bachelor." He is among the best of our prose writers, excelling in delicacy. John Lothrop Motley, D. C. L., LL. D., born in 1814, is a native of Massachusetts, and a graduate of Harvard. After continental study and travel, and after some practice at the bar, and an unsuccessful attempt in novel writing, his " Rise of the Dutch Republic " ap- peared ; this book at once took its place in the foremost rank of historical literature, by force of scholarship and style. Its successor, " The History of the United Neth- erlands," is fully its equal. During the Great Civil War and Johnson's administration, he was United States am- bassador to Vienna. President Grant appointed him as our minister to England. SKETCHES OF AUTHORS. 149 Rev. W. H. H. Murray is one of the most talented ministers of Boston, and is pastor of what is known as the Murray Church, open to all denominations. His congregation numbers about three thousand. William H. Prescott, who was born at Salem, Mass., in 1796, and who died in 1859, is, perhaps, the most distinguished of American historians. He gradu- ated from Harvard with high honors, and with wealth and education at the command of his ability, there was but one obstacle to his success ; and that was a most serious one, — the practical loss of his eye-sight. In spite of this, Prescott has gained a world-wide reputation, not only by his pure and eloquent English, but also by his care and accuracy in the choice and statement of historical facts. His great works are "Ferdinand and Isabella, " "Philip the Second," "Conquest of Mexico," "Conquest of Peru," and "Charles the Fifth." Prescott is one whose personal character, by its serenity, cheerfulness, and purity, has won for him a circle of friends as wide as his acquaintance and influence. Bryan Waller Procter, almost universally known as "Barry Cornwall," was born in 1787, and lived as the contemporary of Byron, Moore, Sir Robert Peel, and many more of the most brilliant Englishmen. Like many other literary men, he followed law as a profession, but his true work for the world is seen in his poems and dramas, so remarkable for their delicacy, purity^ and sim- ple grace of thought and language. His writings appeal to the emotions rather than to the passions. He always strove against whatever is overdrawn, artificial, and forced. He died in 1874, having lived almost a century. Adelaide Procter, daughter of Bryan Waller Proc- ter (Barry Cornwall), was born in London, 1825, and is widely known by her beautiful lyrics. In her later years she became a Roman Catholic. She died in 1864. 150 TEACHERS' MANUAL. Raphael Pumpelly is best known to the reading public by his book, entitled, " Across America and Asia," a work of more than ordinary interest. Mr. Pumpelly is more than a mere sight-seer, as - his " Geological Re- searches in China, Mongolia, and Japan, during the years 1862-1865," published at Washington, as part of the Smithsonian Contributions to Knowledge, prove. John Randolph, in many respects one of the most remarkable of American statesmen, was a native of Vir- ginia, born in 1773. He early entered the arena of po- litical life, where, for thirty-four years, — from 1799, when he entered the House, to his death in Philadelphia, in 1833, — he exercised a powerful influence, by reason of his sarcastic, passionate eloquence. For twelve years after his first appearance in Congress, he retained his seat in* the House ; much of that time holding the ar- duous position of Chairman of Committee on Ways and Means. In 1814 and 1818, he was again reelected as a representative ; and in 1825 became a senator. He was one of the convention who met to revise the Consti- tution of Virginia, and in the next year he was appointed minister to Russia. From this time, his failing health prevented him from taking so active a part in politics as before. It is said that his speeches were more fully re- ported and more eagerly read than those of any other ; and that, too, though he was contemporary with some of our most famous orators. Thomas Buchanan Read, painter and poet, was born at Chester, Pa., 1822, and died at New York, May, 1872. He has written several long poems, but his short lyrics are considered his best efforts. Of these, "Sheridan's Ride" is among the best known. Charles Reade, one of the greatest of modern nov- elists, was born in 1814, and is a graduate of Oxford. Although a lawyer by profession, literature is the great SKETCHES OF AUTHORS. 151 business of his life. The most celebrated of his many works are "Peg Woffington," "White Lies," and "Put Yourself in his Place." His novels are generally related to some great social, political, or moral question. A. D. Richardson, born in 1833, first acquired a lit- erary reputation in our late civil war. During this time, he was correspondent of the " New York Tribune ; " and, for nearly two years of this time, suffered imprisonment. This experience resulted in "The Secret Service," pub- lished in 1865. Since that time have appeared, "Our New States and Territories," "Beyond the Mississippi," and the "Personal History of U. S. Grant." He died in 1869, having been shot in the " Tribune " office by Daniel MacFarland. John Rtjskin, LL. D., born in London, 1819, edu- cated at Oxford, and enriched by many years of conti- nental study and travel, is one of the most widely known of art-critics. This is due, partly to his learning, partly to his originality of thought, partly to his rich, diffusive style, full of word-painting, and partly to his earnest moral spirit. Severely criticised by many for extravagance, for dogmatism, for instability, yet he is greatly admired for his courage in propounding new ideas, and for his almost redundant richness of expression and illustration. He was one of the most distinguished men in the pre-Raph- aelite movement. Although, perhaps, extreme in his ad- miration for modern painters and his depreciation of the " Masters," yet he has rendered art a great service in helping to free it from a servile subjection to tradi- tion. John G. Saxe, born in Vermont, in 1816, and edu- cated for the bar, is one of the first of American humor- ists. His wit is of that kind which delights in apt turns of unexpected thought and language, and always clothes itself in poetical forms. Perhaps one of the best known 152 TEACHERS' MANUAL. of his poems is " The Proud Miss McBride." His short poems are the most successful, and are excelled by few " vers de socie'te' " in the English language. For a sketch of Schiller, see Lesson CVI. page 326, " Fifth Reader." Some things should, perhaps, be added. In his nineteenth year, he wrote " The Robbers," a drama which immediately attained the widest popularity, es- pecially among young men, to whom its daring, its passion and oratory, endeared it. The almost revolutionary ex- citement caused by this work occasioned the command of the Duke of Wurtemburg, who forbade him to pay any more attention to the drama or the muse. The literary passion of Schiller, however, could not be repressed, and to escape the punishment threatened by the duke, he fled beyond his territory. After a mutual avoidance of many years, Goethe and Schiller, the two greatest poets of Ger- many, became friends; and, through the former's influ- ence, the latter became Professor of History at the Uni- versity of Jena, which place will always be remembered for the sake of these two men. The last years of his life were spent at Weimar, where he was brought into closest contact with Goethe, and where he died, in 1805, in the month of May. His greatest works are " The History of the Thirty Years' War," the dramas of " Wallenstein," "Wilhelm Tell," "The Maid of Orleans," and his ballads. Sir Walter Scott, born in 1771, died in 1832, — having won a reputation which gained for him the title of " The Wizard of the North." Born and educated in Edinburgh, he was strongly imbued with the national spirit of Scotland. As poet and novelist, he awakened the interest of many who had never felt the charms of literature. Among his poems, the " Lady of the Lake " generally takes the first rank, although " Marmion," and " The Lay of the Last Minstrel," are, perhaps, as fine in point of composition. His " Waverley Novels " stand as SKETCHES OF AUTHORS. 153 models of the historical novel ; among them, " Ivanhoe '' seems to have achieved the widest popularity. Percy Bysshe Shelley, born in Sussex, England, 1792, and drowned in the Mediterranean, July, 1822, gave promise of the ability to become one of the greatest poets that England had ever known. He had been a poet even from boyhood ; but many of his productions pos- sessed such serious faults of morality as to counteract all the value of that wonderful and prolific imagination which stamped the gifts of Shelley with the mark of genius. Although the author of no great work, yet his short poems are so graceful, so rich with the highest imagery, that they have given him high rank among poets. Some critics have thought his mind was unbal- anced. His sensibilities were the finest, and often led him into morbid states of thought and feeling. Mrs. Sigourney, sometimes called " The American Hemans," was born in Connecticut, 1791, and died at the ripe age of seventy, at Hartford, Connecticut, where most of her life was spent. Her works are noted for their high moral and religious tone. As a writer, she was spe- cially noted for ease and rapidity. These literary virtues, however, were her greatest temptations, and she has been criticised for careless and unfinished work, unworthy of her powers. Edmund Clarence Stedman, born at Hartford, Connecticut, in 1833, is the son of Mrs. E. C. Kinney, a lady who won some poetical reputation by a volume of lyrical poems which appeared for the first time in 1867. He studied at Yale, and has his degree from that college, although he did not graduate there. Since 1853, he has made New York his home and literature his profession, although a member of the New York Stock Exchange. His contributions have appeared in most of the leading American journals. A complete edition of his poems has 154 TEACHERS' MANUAL. lately appeared ; also a volume of critical papers entitled " The Victorian Poets." Richard H. Stoddard, born at Hingham, Massa- chusetts, in 1825, has taken high rank among American poets. He has lived in New York since 1835. His poems are mostly lyrical in character. Joseph Story, LL. D., 1779-1845, was a native of Massachusetts, and a graduate of Harvard. He rose from honor to honor, until he was chosen, by Madison, Associate Justice of the Supreme Court of the United States. This was in 1811 ; and in 1829 he added to the responsibilities of this office the duties of the Dane Pro- fessorship of Law at Harvard. He filled both places with eminent ability, until his death. His works are among the highest authorities on all questions of law, and Judge Story himself was one of the most eloquent and upright of American jurists. Harriet Beecher Stowe, daughter of Lyman Beecher, D. D., was born in Litchfield, Connecticut, 1812. From the age of fifteen until her marriage, she was asso- ciated with her sister in conducting a school at Hartford. In 1833, she married Calvin E. Stowe, D. D., at Cincin- nati. Her most celebrated work is " Uncle Tom's Cabin." Besides sketches on the anti-slavery question, she has written many novels and stories of every-day life. H. A. Taine, a French critic, was born in 1828. After receiving an education at Bourbon College, he was for five years connected with the Normal School ; and since that time has been constantly engaged in literary pursuits. His great work is criticism in the departments of art, history, and literature. One of the best known of his works in this country is his " History of English Literature." His style is vivid, brilliant, and poetic. For many years he has been a constant contributor to the " Revue des deux Mondes." SKETCHES OF AUTHORS. 155 Benjamin F. Taylor, son of President Taylor, of Madison University, N. Y., was born in Lowville, N. Y., in 1822. He is the author of " Attractions of Language," " January and June," u Songs of Yesterday," " In Camp and Field," " Old Time Pictures and Sheaves of Rhyme," "The World On Wheels, and Other Sketches," and of many uncollected magazine poems and articles. For six- teen years or more, he was editor of the " Chicago Even- ing Journal." Alfred Tennyson, Poet Laureate of England, was born in Lincolnshire, 1810, in his father's parish of Som- ersby. He was educated at Trinity College, Cambridge. Among his leading works are " Enoch Arden," " Idyls of the King," " Locksley Hall," " In Memoriam," and, lately, the drama of " Queen Mary." John R. Thompson, born in 1823 at Richmond, Va., and a graduate of the university of that State in 1845, was one of our most successful journalists. He was long connected with the " Southern Literary Messenger " as editor, and the high merit of that magazine, previous to the breaking out of the war, owed much to the liter- ary taste and ability of Mr. Thompson, who was for several years connected with the " New York Evening Post," as literary critic. Daring the war, he was absent in England, where he became well known in literary cir- cles by his articles in " Blackwood " and other standard periodicals. He died in 1873. William Makepeace Thackeray, whose father was engaged in the India service, was born at Calcutta, in 1811. After being sent to England, he spent some years at school and college, and then determined to be- come an artist. With this purpose, he studied on the Continent for several years, and then, to suppty pecuniary deficiencies, began his literary life. His reputation grew slowly, but surely, and, with the appearance of " Vanity 156 TEACHERS' MANUAL. Fair," was fully established. His great qualities consist in a keen satire, directed always against sham, a delicate humor, and a warm sympathy with human nature. Be- sides " Vanity Fair," his best known works are " The Newcomes," " The Four Georges," and " Pendennis." He died in 1863. John Todd, D. D., was born in 1800 at Rutland, Vt. Graduating from Yale, he became a minister, and, in con- nection with his professional labors, has written several children's books that have met with marked success. He died in 1873. Richakd C. Trench, D. D., was born in 1807, and, since his graduation from Oxford, has spent his life as a clergyman, and has held some of the highest offices in the gift of the English Church. As a literary man, his pen has been exceedingly prolific ; but his most useful works, and those which have given him the widest reputation, are those which deal with the study and the history of words. " The Study of Words " is the best of all. He has written, besides, many works bearing on Biblical study, which are learned, and, at the same time, more than readable. J. T. Trowbridge is a native of Ogden, New York, where he was born in 1827. With no school education, save that which could be obtained from a country school, but with the very fullest education in regard to the hard- ships of frontier farm-life, Trowbridge began literary life at the age of nineteen. His originality, freshness, and humor speedily won him a place of acknowledged merit among American authors. " Neighbor Jackwood " first brought him the reputation which he has so ably sustained by many tales and novelettes since the pub- lication of that work. He excels in the portraiture of New England rural life. His home is near Boston, Mass. SKETCHES OE AUTHORS. 157 Johann Jacob Von Tschudi, one of the members of a noble and long-established family of the Canton Glarus, Switzerland, was born in 1818. After graduat- ing from the University of Zurich, he pursued his studies in natural history in various European cities, until 1838, when he set out for a voyage around the world. But on reaching Peru, the vessel in which he had embarked was sold to the Peruvian government ; and Dr. Tschudi re- mained in Peru, making very thorough studies of all that pertained to its natural history, ethnology, and history. The results of these investigations were embodied in sev- eral works, of which " Peru " and the " Ancient Peru- vians " have been translated into English. John Tyndall, a native of Ireland, born in 1820, received only a common school education ; after which, he was employed as an assistant in the ordnance survey. While thus employed, a friend advised him to devote his leisure time to study. From that time on, beginning the next day at five o'clock in the morning, he followed this advice for twelve years. He first became known by the publication of his discoveries on " The Magneto-optic Properties of Crystals, and the Relation of Magnetism and Diamagnetism to Molecular Arrangement." After several years' study in Germany, he was admitted, on his return, to the Royal Society ; and in 1853, he became its professor of Natural Philosophy. In the domain of Mole- cular Physics, Tyndall is one of the most celebrated of investigators. Even his more purely scientific works are written in a charming style that has done much to popu- larize them. Johann Ludwig Uhland is a German lyric poet. Like many literary men of the Continent, he not only was deeply interested in political affairs, but also was actively engaged in them ; and many of his lyrics have a political significance. He was born at Tiirjlngen, Germany, where 158 TEACHERS' MANUAL. he was also educated, and in whose university he was Professor of German Language and Literature, until po- litical duties induced him to resign. Charles Dudley Warner was born, 1829, in Plain- field, Mass. In 1851, he graduated from Hamilton Col- lege, and was admitted to the bar, at Philadelphia, in 1856. His reputation was gained by the publication, in 1871, of a volume entitled, " My Summer in a Garden." Since then, he has written a series of charming papers called " Back-Log Studies." He is the author also of a volume of " Saunterings," and a little book about " Bad- deck." Daniel Webster, one of the first of American states- men and orators, was born in 1782, at Salisbury, New Hampshire. His father was a soldier, both in the French War and in the Revolution. After his graduation from Dartmouth, in 1801, he studied and practiced law until 1813 ; from this time to his death, in 1852, he was con- tinually in public life ; and for eighteen years of this time was United States Senator. He was Secretary of State under two administrations. His eloquence was no more remarkable than his high regard for truth. He was above enforcing sophistry by oratory. Calhoun says of him, "He cannot look truth in the face and oppose it by argument." Mrs. A. D. T. Whitney is one of the most charm- ing and popular writers of stories that deal particularly with home life. She was born in Boston in 1824, but her literary life did not begin until 1857, with the publi- cation of " Footsteps on the Seas." Since that time, she has published several stories, of which " Faith Gartney's Girlhood," " The Gayworthys," and « We Girls," are widely known. John G. Whittier, a member of the Society of Friends, one of the gr^test of American poets, was born SKETCHES OF AUTHORS. 159 \n Massachusetts, 1808, and has spent in that State the greater part of his life. Although dedicated by his genius to the career of a poet, yet his warm human sym- pathies have led him to interest himself deeply in the affairs of his country. His style is remarkable for sim- plicity, earnestness, and vigor. Among the most popular of his poems are " Maud Muller," " In War Time," " Ballads of New England," and " Snow Bound." Edward Whymper is more celebrated as an artist than as an author. He is one of the best of English en- gravers, and has engraved many illustrations of Swiss scenery. N. P. Willis, an American author of great popularity, was born in Maine, in 1806, and graduated at Yale, with high honor, in 1827. From the first, his life was literary in its character. His style has been severely criticised by some for certain departures from classic models, but his works are highly appreciated by all, for their pictur- esque descriptions, vivid contrasts, and delicate discrim- inations. In the early part of his life, he was a journal- ist, and traveled quite extensively ; his later years were spent at Idlewild, one of the most charming of many charming homes on the Hudson. Here he lived the life of an author, and at the same time a hospitable country gentleman ; and here he died in 1867. William Wordsworth, a native of Cumberland, England, born in 1770, was educated at Cambridge, where he devoted his time and energy to the languages, and literary pursuits. After several changes, he at last settled at Rydal Mount, universally known as the poet's home. His whole life of eighty years was devoted to poetry. The simplicity and severity of his style dis- tinguish him, as well as the philosophic and religious spirit of his poems, of which some minor productions are, in the judgment of some of his critics, destined to live the longest. Sheldon's Readers. SERIES COMPLETED. NEW, ATTRACTIVE SCHOOL READERS, BY E. A. SHELDON, A. M., President State Normal and Training School of Oswego, N. V. Author of "Sheldon's Lessons on Objects'''' and " Sheldon' 's Elementary Instruction.'''' SUPERBLY ILLUSTRATED With over 300 Engravings from original Designs. GRADED SERIES . Retail. Introduction. Exchange. SHELDON'S NEW FIRST READER. 80 Pages 25c. 17c 13c SHELDON'S NEW SECOND READ- ER. 192 Pages 50c. 34C 25c- SHELDON'S NEW THIRD READER. 224 Pages 75c 50c. 38c. SHELDON'S NEW FOURTH READ- ER. 336 Pages $125 84c. 63c. SHELDON'S NEW FIFTH READER. 450 Pages 150 $100 75c. Sheldon's New Manual of Reading- For Teachers only. This Manual- contains Elocutionary instructions, in graded form, suited to the stages of advancement belonging to each book of the series. It thus frees from all superfluous matter the Readers them- selves, which are entirely devoted to the exercises properly belonging to them ; conveniently facilitates the work of teaching, and affords a valuable professional book, which must be highly prized by teachers. PHONIC READING . RETAIL. INTBO. SHELDON'S NEW PHONIC PRIMER. 60 Pages. 20c. i S c. SHELDON'S NEW PHONIC CHARTS. 10 Nog. Boards. $500 $350 This beautifully illustrated Prime*- end Charts, present the only purely Phonic course of Primary Reading published in this country. They are being extensively introduced into the schools indepen- dently of Sheldon's Series of Readers. DISTINGUISHING FEATURES. Sheldon's Readers are entirely independent of the Primer and Charts, yet they may be conveniently used in the same classes, if desired. The />lan of the Readers combines the Phonic and Word Methods, so far as practicable, and so skilfully, that teachers may proceed with their class-instruction exclusively, by use of either method according to preference. The Reading Exercises in the smaller books, consist very largely of original matter prepared expressly for this series, and faithfully tested, in manuscript form, in the various classes of the Oswego Train- ing School, before acceptance. The most experienced skill and conscientious care have been em- ployed in making the selections placed in the higher books of the series. In making these selections, care has been taken to embrace an unusually wide range from the best approved authors, in order that every reasonable demand in regard to wealth of thought, and variety of style, shall be fully answered. No other series of similar books were ever so carefully, discrimin- ately graded from lesson to lesson, from book to book, as these have been, both with reference to the gradual introduction of new words, and the introduction of topics of varying significance, to meet the needs of the intellectual advancement of the pupil. Teachers using Sheldon's Readers will quickly recognize the advantages : I. — Of a separate Manual of Reading, relieving each book from all matter except that which is intended for use of pupils. II. — Of the avoidance of wearisome drills on the same lesson, by means of the careful gradation of lessons, and by the frequent repetition of words in new combinations. III. — Of a vocabulary of the choicest and most expressive descriptive terms, adapted to accompany, or to follow, a well-selected course of Object Lessons, without in any way making such a course essen- tial to the use of the books. IV. — Of the greatest accumulation of valuable thought and information possible, within the same compass, without in any degree sacrific- ing the utility of the lessons as exercises in reading. V. — Of the facilities afforded toward forming correct habits of thought and expression in reading, and for the cultivation of a quick and vivid imagination. VI. — Of the means for observing and studying the best models of ex- cellence in Composition. SHELDON'S ILLUSTRATED PRIMER. This is strictly a Phonic book — the only otie of the kind published in this country. It contains but twenty-four unmodified letters of the common alphabet, and each letter invariably represents the same sound ; thus giving all the advantages of special type and modified letters \ with none of their objections. This yives a decided advantage over every other book in teaching by the word as well as the phonic method. Nearly every page contains a beautiful cut, illustrating all the ideas expressed in the accompanying text. {Specimen of Type and Illustrations. ) top shop spin cob pot rot Bob got a red top at the shop, SHELDON'S FIRST READER. This book retains many of the Phonic characteristics of the Primer. A large portion of the words contain only the letters and sounds employed in the Primer. If the children have been made con- versant with these, they will be able to pronounce nearly all the words in the First Reader without the aid of a teacher. All words contain- ing new sounds are placed at the heads of the lessons, and may be taught as words. In this the Phonic and Word methods may be com- bined, or the Word method used alone. (Specimen of Type and Illustration.) THE DOG AND THE COW. say you was kind play The boy has a rod, SHELDON'S SECOND READER. The lessons in this book are mostly original, and carefully adapted to the wants of children from five to seven years of age. Care has been taken not to introduce too many or too difficult words ; and by frequent repetition, to make it possible to avoid long-continued and tedious drills on the same lesson— a practice highly detrimental to good reading. The type is large and well spaced, and the illustrations are abundant and of the highest order— giving the book a very attractive appearance. (Specitnen of Type and Illustration.) Jenny. — Who left these things here? SHELDON'S THIRD READER. As in the Second, so in the Third Reader — trie lessons have been specially prepared to meet the wants of a book of this grade, being designed for children from six to eight years of age, and who have completed the First and Second Readers, or their equivalent. Care has been taken *o avoid all difficult and technical terms not coming within the ordinary range of the ideas of children of this age, while a large number of expressive quality and descriptive terms have been in- corporated, adapted to accompany or follow a well-selected course of object lessons. We believe that no book of this grade that has yet appeared, is so fully and beautifully illustrated. (Specimen of Type and Illustration.) "Well, Meggy/' said her father, "why are you sitting there ? " SHELDON'S FOURTH READER. This book contains one hundred and fifteen lessons ; brief and spirited : eighty-five in prose, and thirty in poetry, embellished by forty-two beautiful illustrations designed especially for this work. The selections for lessons have been drawn from the choicest writings of some sixty of our best approved authors, in arranging which care has been taken to avoid the mistake so often committed, of reaching so far beyond the grade of pupils as to render the reading exercise uninteresting and tiresome. At the same time, care has been taken to gradually advance the standard, so as to require constant and growing effort to comprehend and to execute. (Specimen of Type and Illustration.) 9. " Who was it ? Where is he ? " they asked, with pale faces. — Gone down with the breaking ice, to come SHELDON'S FIFTH READER. The selections in this book are of higher grade than those of the Fourth Reader, but, like them, have been garnered with conscientious care from the best sources known to English literature, of American and European authorship. Without exception, the selections will be found of highest value as literary productions, freighted only with what will be found useful in thought and instruction serving at the same time as superior models of style. (Specimen of Type and Illustration.) II.— THE SANDPIPER. ACROSS the narrow beach we flit, — One little sandpiper and I. SHELDON'S First, Second & Third Readers Were issued nearly at the same time, over one year since. So great was the public confidence in the ability and recognized skill of the distinguished author, that these little books were at once accepted in many cities and towns, and placed in appropriate grades of their public and private schools. This circumstance is especially worthy of note, as having rarely, if ever, occurred in the history of similar text-books, because teachers generally want to consider the merits of such a series in the completed form. The Fourth Reader followed at an interval of nearly a year, and was also readily received in the schools of nearly every place in which the earlier books had been introduced, in every instance as a voluntary act of the teachers and local authorities. The numerous and voluntary testimonials pointing out the pecu- liar excellencies of this book, which we are constantly receiving, indi- cate emphatically that there is no more attractive or fitter school reader of its grade extant. Now, with the publication of the Fifth Reader, and Manual OF Reading, numerous teachers and friends of correct methods of instruction, throughout the country, will welcome the series in its completed form, and place the different books in their schools with increased gratification. RECOMMENDATION. Very little of the usual agency work has been clone, in behalf of Sheldon's Readers, because the series was incomplete ; in view of which circumstance, the extent to which the different books have been voluntarily introduced into the schools of the country, may justly be considered a recommendation of merit of the highest order. 10 THE BEST RECOMMENDATIONS Consist of the voluntary adoption and present use of Sheldon's Readers, wholly or in part, in the Public Schools of New York City ; Brooklyn, N Y. ; Oswego, N Y. ; Clyde, N. Y. ; Wellsville, N. Y. ; Medina, N. Y. ; Dryden, N. Y. ; Ilion, N. Y. ; Cleveland, O. ; Springfield, O. ; Akron, O. ; Williamsport, Pa. ; Fall Brook, Pa. ; Eliza- beth, N. J. ; Bath, Me. ; Kenton, O. ; and in a large number of private schools throughout the country. NORMAL SCHOOLS Using Sheldon's Readers, are : Model School of New York City Normal College ; State Normal School of Potsdam, N. Y. ; State Normal School oi Oswego, N. Y. ; State Normal School of Geneseo, N Y. ; State Normal School of Fredonia, N. Y. ; State Normal School of Trenton, N. J. ; Plymouth, N. H. ; and others. NORMAL SCHOOL TESTIMONY. We have examined with much care Sheldon's Series of Readers, and consider them the best with which we are acquainted. They are, in our judgment, written upon a correct plan ; the selections are pleasing and at the same time well adapted to the cultivation of literary taste in the pupil. J. W. ARMSTRONG, Pres't State Normal School, Fredonia, N. Y. J. H. HOOSE, " " " " Cortland, " MALCOM McVICAR, " " "' " .Potsdam, CHAS. D. McLEAN, " " " " Brockport, " WM. J. MILNE, " " " " Geneseo, « H'Y B. BUCKHAM, " '« " " Buffalo, " They are the first things I have seen to my mind for Primary instruction. I shall use them in my Normal Method Class. H. O. LADD, Principal State Normal School, Plymouth, N. H. MISCELLANEOUS TESTIMONIALS. I have examined Sheldon's Primer, First, Second, and Third Readers with care. The selections and illustrations are good. The series is well graded, passing from the simpler to the more difficult principles by easy steps. This series meets my hearty approval. S. G. TAYLOR, Prin. Adelphi Academy, B'klyn, N. Y. They are, in my opinion, the best adapted in all respects to the wants of our Graded Schools. They are beautifully illustrated and the most perfectly gotten up of any Readers extant. I would use them in preference to all others. I expected something superior from Mr. Sheldon, with whom I am well acquainted, but the excellence of the books exceeds my expec- tations. L. M. EDWARDS, Prin. High School Rondout, N. V. I have carefully examined Sheldon's Readers, and give them my hearty commendation. They supply a long-felt want in the edu- cation of children. S. W. PEASE, Suft of Howard Mission, New York City. We have examined Sheldon's Primer, First, Second, and Third Readers, and regard them as being admirably adapted for the instruction of classes in the primary grades for which the books were designed. The substance of the reading matter, the careful grading of the lessons, the excellence of the illustrations, are such as should be expected from the long, successful experience and ripe scholarship of the well-known author. We should be glad to have them added to our list of text-books, and authorized to be used in our schools. PETER ROUGET, Prin. Public School, No. 10, B'kPn, N. Y. W. A. WELCH, " (C tt «( 35, ' i tt A. S. HIGGINS, << (( <( (( 9, ' t tt C. PATTERSON, <« tt (( ft 13, ' 1 tt EDWIN S. ADAMS, <( ft tt a 12, ' t tt B. Y. CONKLIN, (i " " 5, ' t tt H. W. HEY WOOD, «« " tt «< 3, ' t tt L. F. LEWIS, «< (1 » <( tt ii, ' tt c. Mclaughlin, << (1 (( tt 30, ' tt S. M. SPROLE, << tt «< «< 32, ' tt JACOB SAND, <« tt (< it 2, tt R. J. McCLOSKEY, <( <( ft (( 29, ' tt BENJAMIN - EDSON, <( <« «< (< 14, M n T. JACOBSON, <( " tt tt 6, » tt A. V. DAVIS, (i u ft a 34, " it Your series of Readers have been received. I like them. I believe them to be admirably adapted to the use of graded schools. I have seen nothing better. G. H. LINSLEY, Principal School No. i, Jersey City. TEACHERS, Have you examined these superior books ? Not made for hire, but • " worked out " faithfully, in School, by one whomyow know to be competent, and who has earned your confidence. We will send either book, or the series, at one half retail prices, respectively, per mail, prepaid. Address the publishers, Scribner, Armstrong & Co., 743 & 745 Broadway, NEW YORK. Special Terms for Introduction. 2£^=~ Descriptive Catalogues and Special Circulars in regard to all of our School Text-Books, Teachers' Reference Library Books, and Selected Miscellaneous List, suited to the needs of Teachers, may always be had on application. fl^p Copies of Text-Books sent to Teachers for Examination, post-paid, on receipt of three-fifths of the retail price. Address the Publishers, vr the following Ageiicies of their Educational Department : Boston : GILMAN H. TUCKER, care of Messrs. Thompson, Brown & Co., 29 Cornhill. Cincinnati, O. : C. B. RUGGLES, care of George E. Stevens & Co., 39 West Fourth Street. Pittsburgh, Pa. ; S. D. OWEN, 115 Wood Street. Chicago: THOMAS CHARLES & O. S. COOK, care of Hadley Brothers, 136 State Street. St. Louis: MADISON BABCOCK, 708 Chestnut Street. Leavenworth, Kansas : THOS. SCHOLES.