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HARYARD COLLEGE LIBRA WY
JUN 23 1939
Entered according to Act of Congress, in the year 1550, by
SAN BORN & CARTER, In the Clerk's Office of the District Court of the District of Maine.
The Grammar School Reader is more especially designed for the use of Grammar Schools; it may, however, be used as an intermediate book between the Third and Fourth Readers, by such teachers as think the Series is not sufficiently complete in its present form.
In preparing this work, the author has aimed to furnish a series of progressive lessons, fitted not only to teach the pupil how to read, but also to improve his literary and moral tastes, to expand his mind, and store it with useful knowledge. Intrinsic merit, with a sufficient degree of novelty to interest the pupil, has been the governing principle in the selection of the pieces.
All light and trifling matter, though not all that is humorous, has been rejected, believing that it is not only unnecessary to make good readers, but; that it has a tendency to vitiate the moral principles of the pupil, and destroy, in his mind, the just distinction of what is proper, either to be read or spoken. The various modifications of the voice, necessary for the pupil to acquire, may all be learned without resorting to compositions which have nothing to recommend them but mere novelty, or vulgar and profane expressions.
Part First is entirely elocutionary, and is intended to present, in a condensed form, the most essential principles of good reading. It is not so brief as the Third Reader, nor so full as the Fourth, but a medium between them. Each principle is presented in the form of a rule, and then illustrated and enforced by numerous and appropriate examples.
Part Second contains a series of exercises in reading, spelling and defining, and pronunciation, with explanatory notes and questions on the subject matter of each piece. These exercises are progressive, and designed as a general application of the principles of reading, as taught in Part First. From the great variety of their character, they afford an exercise in almost every department of elocution, and if studied and read agreeably to the design and directions of the compiler, will make correct and graceful readers.
The spelling and defining exercises are composed, in most instances, of the most difficult words to be understood, selected from the piece immediately following them. These exercises are well calculated to discipline the pupil's mind, and enable him to understand what he reads.