familiar to teachers and scholars. This has been advisedly done. Good poetry rather gains than loses by familiarity and repetition ;and no school reader can be esteemed perfect which does not contain some of those gems of English verse, the merit of which has been felt by many generations of pupils.

The introductory portion, on reading, and training of the vocal organs, has been abridged from that prefixed to the Second Class Reader.


Boston, April, 1857.

37. Hiawatha's Childhood,

Longfellow. 71

38. Hiawatha's Canoe,

....Longfellow. 73

39. Confidence rewarded, .

. Merry's Museum. 76

40. An Indian Narrative, ... . Rev. C. B. Boynton and T. B. Mason. 78

41. The same Subject, concluded,


42. The Cataract of Lodore,

Southey. 84

43. Fidelity,

Wordsworth. 88

44. Female Heroism,

.........C. F. Hoffman. 90

45. On Presence of Mind, ... Altered from Evening Entertainments. 92

46. A Monument to a Mother's Grave,

....J. R. Chandler. 96

47. Never give up,

Tupper. 98

48. The Death of Wyckliffe,

Sir Walter Scott. 99

49. Redmond and Matilda,

Sir Walter Scott. 102

50. The Converted Miser,

From the French. 104

51. The same Subject, concluded,


52. Select Passages in Verse,


53. The Pirate and the Zenaida Dove,

Audubon. 112

54. The Dying Boy,


55. Truth and Falsehood,


56. Pibroch of Donald Dhu,

. Sir Walter Scott. 118

67. The Cataract and the Streamlet,


58. The Murdered Traveller,

Bryant. 121

59. Insect Importance,.


60. The same Subject, concluded,


61. Bernardo del Carpio,......

Mrs. Hemans. 127

62. The Eddystone Lighthouse,


63. The Inchcape Bell,

Southey. 133

64. Indian Jugglers,...


65. The Reaper and the Flowers,

Longfellow. 138

66. Hymn on Divine Providence,.

Addison. 139

67. The Chamois and Chamois Hunting,


68. The Chamois Hunters,


69. The same Subject, concluded,


70. Anecdote of Franklin's Boyhood,

Hawthorne. 150

71. The same Subject, concluded,


72. Nose and Eyes,

Cowper. 158

73. Christmas Times,..

Moore. 159

74. Tit for Tat,

.Evening Entertainments. 161

75. The Sea Eagle,...


76. Conscientiousness in Little Things,


77. The Arab's Farewell to his Horse,

Mrs. Norton. 169

78. The Old Cottage Clock, .

Charles Swain. 171

79. William Tell to his Native Mountains,

...J. S. Knowles. 172

80. Good and Bad Temper, .

81. A Hasty Temper corrected,

Miss Sedgwick. 176

82. The same Subject, concluded,



As a


The following scheme of exercises in orthoepy is intended as a manual for the daily practice of those who use this volume, to secure correct habits of articulation and pronunciation. Every lesson in reading should be prepared for by an exercise in this manual, even though a short one. The reading is sure to be executed better if the organs of speech be brought into vigorous play by some previous exercise of this sort. The definitions and explanations are meant for the teacher, who must make his pupils first acquainted with the sounds by hearing, before any description can be understood. blind man cannot understand any definition or theory of colors,

precisely so — no one can learn any thing of the theory of spoken language, the mechanism of speech, until his ear is able to recognize, with discrimination, the sounds employed in speaking. It is quite possible that even some teachers will find it difficult to keep the distinction clearly in mind, between the orthographic and orthoepic forms of words. But any one who wishes to understand the subject will test every proposition by repeated experiments with his own voice. To facilitate that object, examples are given in print, whenever the point to be brought out could be made certainly evident by any intelligible contrivance of orthography. Such examples, if understood, should be attentively practised; and if not, should be practised attentively till they are understood. Let it be kept in mind that the example is an example of sound only, and is to be spoken, therefore, before it is an example of any thing. The sound is represented by letters in Italic type. If the example be represented by a consonant letter, do not give the alphabetic name of the letter, but its proper sound.

§ 1. Orthoepy treats only of the sounds used in the words of a spoken language. The representing of such sounds to the mind, through the sense of sight, by written or printed words, belongs to orthography. The primary elements of orthoepy, then, are sounds, not letters.

NOTE. This definition must be distinctly understood, and kept in mind. Letters are the elements of orthography, and, to avoid confusion, we abandon the terms letter, vowel, consonant, diphthong, &c., to their use in that department of English grammar. It is considered possible that, at some time, in some original language, every letter stood for, or suggested, some one sound only, and every sound was thus suggested, or represented, by some one letter only. But this is very far from being the case with English orthography at present. Accordingly, in attempting to represent orthoepic elements by letters which stand sometimes for one sound, sometimes for another, and sometimes for none at all, it is necessary to select, for this use, a word in which the representative letter shall suggest a known sound, that is to say, a sound learned from an instructor by hearing and imitation. This method is used in the following pages, the representative letter, or letters, being in Italic type, and separated from the other letters of the word by a hyphen. Thus e-ve signifies a single orthoepic element, namely, the sound properly given to letter e in the word eve; l-00-k represents the sound given to the letters oo in the correct pronunciation of the word look. It should be remembered that this roundabout process, or some other still more artificial, is made necessary, not by any confusion or uncertainty in the sounds themselves, but by the irregularities and complications of English orthography. For in actual speech the elements may all be distinctly articulated separately. Thus, in the following exercises, in speaking the element e-ve one sound only is uttered that, namely, which is given to e in the word; so of all the rest.

Let it be an invariable rule to designate an element, in speaking, by simply producing it. Instead of saying, " the sound of a as heard in at,” for instance, say “a-t,” giving the sound which a represents

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