MANNER OF USING THE BOOK.

1. Let the scholar PRONOUNCE all the words in the lesson, to which the pronunciation is given, so slowly, distinctly, and forcibly, that the sound of every letter, which is not silent, may be heard by the teacher.

2.-READ the lesson;-which he will be prepared to do with the greater ease and propriety, from having previously pronounced the most difficult words.

3.-DEFINE all those words, whose definitions are given, naming those definitions only, which suit the meaning of the sentence. In defining, let the scholar usually read the sentence, using the definitions instead of the words defined. This method may be practised in all cases, except where such a substitution would sensibly injure the harmony, construction, or propriety of the sentence.

4.-SPELL the words which are inserted for that purpose on the right hand page, including those which have a point before them.

5.-Attend to ETYMOLOGY in the following man

ner:

Pure is a primitive word: some of its derivatives are, Purely, purity, purify, purification. Pure is also a simple word: some of its compounds are, Impure, impurely, impurity.

Artificial is a derivative word: it is derived from art. Some of the other derivatives are, Artful, artless, artist, artifice, artificer.

Unhappy is a compound word: it is compounded of the simple word happy and the negative particle un.

MANNER OF USING THE BOOK.

Hence it appears, that when one word comes, or is formed, from another, the word thus formed is called a derivative; and a word which is not derived from any other in the English language, is called a primitive. Derivatives, almost without exception, are formed by increasing the length of the primitive; and usually, by adding one or more syllables. A word, which is formed by the union of two or more words, as undervalue, nevertheless; or by prefixing one or more syllables, as imperfect, encircle, superfine, is called a compound word; and all words not thus compounded, are called simple words.

6.—VARY the words which have this mark [-] before them, in the following manner:

"God divided the light from the darkness:" here light means that by which we see.

"Light ariseth to the upright in darkness:" here light means comfort, as darkness does adversity or sor

row.

"You have thrown light on the subject;" that is, you have explained the subject, made it easier to be understood.

"to bring to light hidden things;" that is, to bring into view, to make known.

"To light us thro' the gloomy vale;" that is, give us light on our way, to guide us by a light.

"Who but He could light up those heavenly fires ?" that is, enkindle, cause to shine.

"Would light on some sweet promise there ;" that is, meet, be so happy as to find.

"The room is light;" that is, not dark.

"It is painted of a light color;" that is, a color inclined to whiteness.

"A feather is light;" that is, not heavy.

"Our taxes are light in comparison of those of other nations;" that is, not burdensome, easy to be borne, easily paid.

"His heart is light;" that is, joyful, free from care. "His mind is light;" that is, thoughtless, void of reflection.

MANNER OF USING THE BOOK.

In this exercise, let the scholar get examples wherever he can find them, and be encouraged to give examples of his own.

TABLE OF VOWEL SOUNDS.

1. à. The long slender English a, as in fåte, på-per. 2. å. The long Italian a, as in får, få-ther, pa-på. 3. å. The broad German a, as in fåll, wåll, wå-ter. 4. å. The short sound of the Italian a, as in fåt, måt, már-ry.

1. è. The long e, as in mè, hère.

2. e. The short e, as in mêt, lêt.

1. i. The long dipthongal i, as in pine, ti-tle.

2.

1. The short simple i, as in pin, tit-tle.

1. b. The long open o, as in nổ, note.

2. 3. The long close o, as in move, prove.

3.

4.

1.

2.

8. The long broad o, as in nor, för, like the broad å.
ô. The short broad o, as in nôt, hôt.

ù. The long dipthongal u, as in tube, cube.
ů. The short simple u, as in tůb, cůp.

3. ů. The middle or obtuse u, as in båll, full.

32

ỏi. The long broad o, and the short i, as in ỏil.

où. The long broad o, and the middle obtuse ů, as

in thỏů, pound.

Th. The acute or sharp th, as in thick, thin.
TH. The grave or flat тH, as in THIS, THаt.

INTRODUCTION.

REMARKS

On the Fundamental Principles of Good Reading.

[The following Remarks, which are extracted chiefly from Blair's Lectures on Rhetoric, are designed to be read and understood by the pupil; and also to be employed by the teacher in correcting the unnatural tones and inflections of his pupils.]

To read with propriety is a pleasing and important attainment; productive of improvement both to the understanding and the heart. It is essential to a complete reader, that he minutely perceive the ideas, and enter into the feelings, of the author whose sentiments he professes to repeat. If there were no other benefits resulting from the art of reading well, than the necessity it lays us under of precisely ascertaining the meaning of what we read, it would be a sufficient compensation for the labor; but the pleasure derived to ourselves and others from a clear communication of ideas and feelings, and the strong and durable impressions made thereby on the minds of the reader and audience, are considerations which give additional importance to the subject.

Though a system of rules for the complete management of the voice cannot be given, and though much

Questions.-What is essential to a complete reader?

What are some of the benefits resulting from the art of reading well?