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1 ^ tf !b % f:c u ^ n 11 1 : A D r n . 



IqS^LTjyjRODUCTlON 

NFDL TRANSFER 



(IRADFAL READKR: 



MARY SCHOOL ENITNCIATOU. 




THE CHIID'S SECOND S 



TAUtX AT TltV llll4U'r TIMK. 



Prew YORK 
OADV Jt UURGKSS, 80 JOHN Sni£l7r. 






Ka lo %<=is' 



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INTRODUCTION 

TO TH* 

GRADUAL READER; 

o«, 

PRIMARY SCHOOl. ENUNCIATOR, 
PART II. 



THE CHILD'S SECOND STEP, 



TAKEN AT THE RIGHT TIME. 



Bt DAVID B. TOWER, A. M., 

Formerly Principal of Vie Eliot Grammar Sehool^ Boston ; UUe Fnneipal of 

tht Pennsylvania Institution for the Instruction of the Blind^ Author 

(jf "Intdleetual JSlgebra., or Oral Leesons in Mgebra, for 

Common ScAoci*;" '■^Gradual Primer, or Primary 

School Enunciator, Part I. ; '* " Gradual 

Header ; ** and ** Gradual Speller j or 

Complete Envneiator." 



SIXTH EDITION. 



NEW YORK: 

PUBLISHED BY CADY AND BURGESS. 

60 JOHN STREET 

1849. 



KC IO^<?6^ 



"*.l-^_ V *< 



Entered according to Act of Congress, in the year 1846, 
By David B. Tower,. 
In the Clerk's Office of the District Court of the District of 
Massachusetts. v 



ST£RE01 rVEO AT THE 
BOSTON TYP^ and 8TBEU50TYFE POIfNDRT. 



PREFACE. 



In the "Gradual Primer, or Primary School Enunciator, 
Part I^" separate exercises were given on each of the ele- 
mentary* sounds, with words and sentences exemplifying 
the same, that, by taking one thing at a time, the pupil might 
be gradually made familiar with all those sounds. Direc« 
tions were also given for attaining the correct utterance 
of each element This book is a continuation of the plant 
with alternate Lessons in Enunciation and Reading, pro- 
gressively arranged. Each consonant combination is con- 
sidered, and illustrated, first ■ by single words, and then by 
those words in sentences. 

It is a peculiar feature of this Series of Readers, that 
only one thing is required to be taught at a time ; thus the 
Exercises in Articulation are kept entirely separate from the 
Reading Lessons, that the pupil may be drilled in the former 
solely with reference to attaining a distinct and correct ut- 
terance. This, experience has shown to be absolutely es- 
sential to satisfactory progress. This arrangement enables 
the teacher to tum at once to any combination which is 
imperfectly uttered, and to apply the remedy by exercise on 
the particular lesson which illustrates it 

Another peculiarity of this Series is the introduction of 
Tables for the simultaneous Review of all the Elements and 
iheir Combinations — an exercise highly commended by 
teachers, as productive of thp most useful results. 

Separate lessons, ^illustrated by examples, are also given 
on each of the stops ifful marks, as the best method of giving 
instruction therein. # 

1* 



O PREFACE. 

Besides, lessons are introduced tx> familiarize the pupils 
witii the slides or in/kdiona of the voice, with directions for 
the use of the same^ 

In the Reading Lessons, references are made to the sec- 
tions on Enunciation, and a few errors pointed out, to call 
the attention of the- pupil to the subject, and to aid him 
while preparing his lesson at home. 

The pupil should go through with a lesson in enunciation 
with the sole view of attaining distinctness, clearness, and 
fbrce in his utterance of the c&mbined elements under consid- 
eration. These lessons are intended to serve as g3rmnastic 
exercises for the cultivation of the voice, and for the gradual 
development and training of the organs of speech. This is 
the mechanieal pari of reading, and it should be attended to 
by itself. 

When a readitig lesson is under consideration, the mean- 
ing, the thought, and the sentiment, and how best to convey 
them to* the hearer, are the only proper subjeclts of attention. 
These great points will be sadly neglected, if the teacher 
must stop his pupil in the midst of a sentence to tinker toords, 
/ and to cany on a popgun warfare against misshapen sounds. 
It is not only necessary to teach one thing at a time, but to 
do it at the proper time, and in the right place. 

No experienced teacher would wish to see an element or 
90 stuck at the head of a reading lesson, to be either entirely 
neglected, or else to haunt the pupil all through the piece, to 
the expulsion of the thought and sentiment Such a course 
would make a mere machine of any child. All the beauties 
of thought and expression in language woul J thus be marred 
by a useless effort to mend words and patch sounds, — useless 
because ill-timed and out of ulace. ' 

Let the Lessons in £nuncijltion and the Tables be used 
to driil and perfect the pupil in artpculation. They will 
afford ample exercise in aH that pertains to mechanical 



PREFACE. 7 

Utterance. Let the notes and references be used by the 
pupil only in preparing his Reading Lesson ; or by the teacher 
in keeping her own attention alive to the importance of the 
subject 

But let the Reading Lessons be viewed and used as such 
merely. Let the meaning of each lesson be fully under- 
stood by the pupil, and let it be conveyed by his voice as he 
best can, after all the explanation and aid which his teacher 
can give. It is better to delay several days on one lesson, 
than to pass over it hastily^ before it is fully comprehended, 
and. before it can be read well. 

When- a pupil is unable to give correct and appropriate ut- 
terance to any combination, turn, at a suitable time, to the 
proper lesson for eradicating this fault, and give him the requi 
site drilling to do it Itwill be found a very useful exercise, 
to take a class, or the whole school at once, through some one 
of the Tables, for the review of the more common combi- 
nations. 

The Reading Lessons have been prepared with a desire 
to elevate the thoughts and feelings of the pupil, as well as 
to interest and instruct him. When selections have been 
niade, the compiler has taken the liberty of altering to suit 
the design of tiie book. ' 

Reading books are already sufficiently numerous ; but the 
author consoles himself with the thought that, where tills Se- 
ries is used, both teacher and pupil will escape the difficult 
task ofunkaming, before the first onward step can be taken. 

D. B. T. 
Park Street Bostov, June, 1846. 



CONTENTS. 



i. Enunciatioo. o as in nor ,.. Jl 

2. Enunciation, a as in toad 12 

3. Enunciation, a as in dare .• • }2 

4. Enunciation, e as in Aer 13 

5. Enunciation, t, followed by g:A. like » in ptne ..13 

Table I. Review of Vowel Elements 14 

Ta BLE II. Review of Consonant Elements. • .... 15 

6. Enunciation. Id^ if, Ik, Im, Ip, Uj U, uid Iz 16 

7. Reading Lesson % 17 

8. Enunciation, fnd, mp, mt, mz, ndf n$, ni, and nz 18 

9. Reading Lesson 19 

10. Enunciation, rbf rl, rm, rUf rp, rsh, rth, rv 20 

11. Reading Lesson......... 21 

12. Enunciation, rd, rf, rk, rs, rt, rz, rdzh • 22 

13. Reading Lesson 23 

14. Enunciation. bl,fl, kl^plfSl 24 

15. Reading Lesson • * 25 

16. Enunciation. Uhj$k,9Pfat 26 

17. Reading Lesson 27 

18. Enunciation, tnij tn, ng, ngk, hz, dz, gz, vz 28 

19. Reading Lesson 29 

20. Enunciation, br, dr^Jr, kr, gr, pr, trj tbr 30 

21. Reading Lesson • 31 

22. Enunciation. f»f kSyp»,U,ktypt 32 

23. Reading Lesson • •• 33 

1^ Enunciation, dto, Ato, nOf tw, dzh, thzyfi, shr 34 

25. Reading Lesson 35 

26. A Hyphen 36 

27. A Comma 37 

28. Reading Lesson. Voice suspended at a Comma ». . . .38 

29. Simple Suspension, or Rising Slide of one Note 39 

30. Semicolon '. 39 

3L Coloa .•. 40 

32. The Camel. The Woodman and his Child 41 

S3. Peridd. Dash.... 42 

34. Enunciation. Unaccented er^ like er in Aer • 43 

35. Morning •, 44 

36. Enunciation. Unaccented tn^ •••45 

37. Autumn .46 

38. 'Enunciation. Unaccented en^and enee ...••47 



CONTENTS. 9 

Mob. ffipb 

9p. AGreenhooBe « 48 

40. Interrogation Point • •••49 

41. Rising and Falling Slide «....•. ...00 

42. Enunciation. Mf ^, bbif dl, did, dig 63 

43. Floweni k 4 M 

44. Enunciation. fl,fldyflz,gl,gld,g1^ 65 

46. AStorm 66 

46. Enunciation. kl,kl4,klx,pl,pld,plx 67 

47. The Balloon 68 

48. Quotation Marks 69 

49. How RoUo learned to read • AbbotL 60 

60. Enunciation, a, Od, Oz, U, Od, Uz 63 

61. Part of the Plan for RoUo to learn to read • • Abbott. 64 

6S. Enunciation, vl, vld, viz, zl, zld, xbs • .66 

63. Study made a Duty, not an Amusement • AbbotL 66 

64. Exclamation Point 67 

65. Mother and Child Afrt. Sigoumey, 68 

66. Enunciation. 8kr,tpr,»tr ; • ..70 

67. The Perseverance of LitUe Jane V^fid lUa^ Storie*. 71 

68. Enunciation. IdZfJmzilvZyfidzjfhgZfZmz 74 

69. Hymn in Prose... ,,,.Mrs. Bcfrbaiuld.16 

60. Enunciation. rbZfrdx,rlZfrmZfrnz,rvz ;76 

61. Evil for Evil ; or, Temper Improved. ^utfior qf WiUiU Rogers. 77 

62. Enunciation. {^, tts, Ips, mjM, sjw^ sAs •.. ..82 

63. Desire to go to School AjOhori^ Rhymes for Children, 83 

64. Enunciation. fUfkt»yUe,mtSjnlef eU 84 

66. The Way to obey Abbott, 86 

66. Enunciation. rA», *)», rfo, rteA, rs< ^..88 

67. Industry Mrs. L, H,'Sigowney. 89 

68. Enunciation, rtkf rths, rid, ngd, ngth, ngz 91 

69. The Better Country Mrs. Barbavld, 92 

70. Enunciation. Ipt, rpt, rkt, m, apt, kie 96 

71. The Neglected Lesson ^ ...» Mother's Leeeone, 96 

72. Enunciation, ngka, ngkt, nth, ntha, dst, ht i!..98 

73. WHiat a Child can do Mother's JLessws. 99 

74. Enunciation, dzhd, ndzhd, rdzhd, rmd, md, nod 102 

76. The Child and the Flowera ^Mary HotoUt. 108 

76. Enunciation. Unaccented ant, ants, and once 105 

77. What is meant by a Fictitious Story. Abbott. 106 

78. Enunciation, er in every ^ general^ Silc 108' 

79. The ISIew England Boy's Song about Thanksgiving Day. 

MrswL. M. Chad. 109 



10 CONTENTS. 

•eetiou. Fitft. 

86. KHQDciation. er in generous^ and or in regular 112 

81. The Great Creature a Balloon Merry't Museum. 118 

82: Attempt to write Poetry Mrs. C. GUman. 116 

83. Enunciation. Terrible, profmblef 6lc. ,,,»., ...118 

84w Little Mary ie cross to-day Mr*. L, M. Child. 1 J9 

85. Little Mary (continued) 124 

Table HI. Review of Consonant Combinations • . 128 

86. Rising Inflection before or, ind Falling Inflection after it, in 

a question •'.•• 129 

87. Little Children...' Mary Howitt. 130 

88. Rising and Falling Inflections 132 

89. The Parrot : Mrs. L. M. ChUd. 133 

Ta BLE ly. Review of Consonant Combinations 139 

90. The Use of Flowers Mary Howitt. 140 

Table V. Review of Consonant Combinations 142 

91. All Things decay « Mrs. Barbauld. 143 

92. Enunciation, dn, dnd, dnx,Jh,f7ui,fnz 145 

93. All Things fade, to be renewed Mrs. Barbauld. 146 

94. Enunciation* kn, knd, knz, pn, pnd, pnz 147 

95. The Apple-Tree Mary Howitt 148" 

96. Enunciation, sn, snd, snz, trif indf inz 150 

97. A Fairy Story » Mother's Lessons. 151 

98. Enunci ation. on, vndf vnz, zn, znd, znz, thn, thnz 153 . 

99. The Rainbow Author qf Rhymes for Children. 154 

100. Enunciation. Iv^ Ivd, rbd, pts 156 

101. Night. The Eye that never sleepeth. . .. ,.Mrs. Barbauld. 157 
Table VI. Review of Consonant Combinations 161 

102. Happiness from charitable Industry. . /Autiwr of Chit-Chat. 162 

103. Enunciation, e and o, in unaccented em, ers, and ors, like 

e in her 164 

104. The Revengeful Tortoise iZii/ti« Dawes. 165 

105. The First Grief Anonymous. 166 

106. Enunciation. Final oto like o in no 168 

107. The Old Slate .' Mrs. L. J. HaU. 169 

108. Enunciation, ai in atn^ and i in ine, when unaccented, like 

i in pm 1 73 

109. Too lazy for any Thing Ri^ Dawes. 174 

1 10. Enunciation, e, in unaccented cm, like e in less 176 

111. The Parenthesis 176 

112. Forgiveness Mrs. F, 8. Osgood, 177 

113. Exercises for the Slate........... « 178 



INTRODUCTION , 

TO THE 

GRADUAL READER. 



(Continuation of Lessons in the Primer.) 

§1* 

The third sound of O, as in nor, marked "8 or 6. 

Or . . • . For .... Nor .... OrB 
Morn .... Corn .... Horse 
Here is a new book for Anna, or Charles. 
Jane can use a spoon or a fork at the ta-ble. 
A korse will eat corn or hay. 

Exercises on a few of ttie vowel sounds, omitted in Part I., 
are here inserted, to be* used in the same way as the Exercises 
in the Primer. 

The words in Italics contain the particular elements^ or the 
combination of elements, on which the pupil is to be exer- 
cised in any lesson, that his attention may be drawn to the 
•ame. 

It will be well that the pupil, in spellings, should oAen give 
the powers of the several elements of words, instead of 
merely naming the letjers. 

For other important suggestions, see ** Gradual Primer,'* 
«( Gradual Speller," and tlie ** Exercises in Articulation " in 
the '* Gradual Reader," published in 1841. 



¥ 'fhi'g should be read, ** Section First,'* the mark § stand- 
ing for the word section, ' 



1^. INTRODUCTION TO THE 

§ 2. • 

The fifth sound of A, as in wad, marked k or 6; near- 
ly the same as the short sound of o in not. 

Wad . • . Wan .... Wast. ... Was* 
Wasp .... Want .... Wash 
The wasp is small, but it can sting. 
A wad is put into a gun. 
John will soon want a new bo©k. 
The boy was not at home. 



§3. 

The sixth sound of A, as in dare, marked iork; the 
same sound as At in air, €md ea tn pear. 

Bare fare tare ware 

Dare care pare rare 

Air fair hair lair 

Bear pear tear wear 

Take good care of your book. 

Do not tear a leaf in it. 

I. think it will be a fair day. 

The air is very mild now. 

The fifth sound of a is a shortened sound of broad a, littered 
abruptly. 

The long sound of a is modified, when it precedes r in the 
■ame syllable ; thus care is pronounced as if written ea^er, 

* Sin tooM has its flat sound, like z. 



GRADUAL READER. « 13 

§4. 

The third smmd rf E, as ^ sh'her, marked I or ^; 
same as i in sir, and u tn cur. 

Err her fern term 

Fir sir firm iSrst 

Cur fur burr turn 

A rab-bit has^r to keep him warm. 

Jane has read her first book. 

Yes, «r, I can say my les-son. 



§5. 

I like I tn pine, when followed by the combination 
GH, which letters have no sound in the following 
words* 

High nigh sigh fight 

Light might night sight 

The moon and stars give light in the night. 
My kite flies htgh in the air. 

The sound of the short vowels, when followed by r, in an 
unaccented syllable, will be represented, as above, by i or ^. 
Their sonnd is essentially modified by their position in regard 
to r. A very prevalent error is, to pronounce an unaccented 
sellable, ending in ar^ er, tr, or, or «r, as if written i^, or 
merely A. Thus, liar is mispronounced Ip-uh ; ever, ev-vA, &c. 



Tables I. and II. (pages 14 and 15) are for frequent review ; 
and the nwnhers refer to the lessons on those elementt is 
Part 1. of the *• Enunciator,^' or «» Gradual Primer." 



14 



INTRODUCTION TO THE 



Table I. 
Review of Vowei ElemeiUs. 



LMMn. 








12. . 


• cl« • • • p>l€ • • 


. name • . late • • 


.5 


21. . . 


• aij • » • Dcir • • 


. car .... far . . 


.a 


22. .. 


• cLj • • • dll ^ • 


. ball ... fall • . 


. aw 


16. •. . 


• olf • • • at • • • 


• bat ... . man . 


yj 

. a 


2, Intr. 


. a, . • • wad . 


. wan . . . wash . 


. a 


3, Intr. 


• a^ • • • Qarc • 


. ware . . air . . 


.k 


11. . . 


• ^, . • • me • • 


. mete. . . mefe . 


. e 


17. .. 


• £,«.. men • 


. met ... let . . 


. e 


4, Intr. 


. ^, . . . her . . 


. term . . . fern . 


.e 


13. . . 


.1, ... ice . ; 


. pine . . . mine . 


. i 


18. .. 


.1, . • . in • . • 


. pin .... pit . . 


.1 


14. .. 


• 6, ... no • • 


. note . . . ode . . 


i 6 


23. .. 


. 6, . . . move 


.do .... lose . . 


.oo 


1, Intr. 


. o« • • • or . • • 


. for .... nor . . 


A 

.O 


19. .. 


• 6, • • • on • . 


. not .... odd . . 


.6 


32. .. 


. &^ • . • son • • 


. done . . . love . 


•« 


16. . . 


• A, • • . tube • 


. tune . . . Jute . 


. u 


20. .. 


• fl, . . . tub . . 


. tun ... up . . 


.u 


24. .. 


• &,«•• bull . • 


. full .... pull . 


.A 


25. .. 


• oi, • • oil • . 


.join . . . voice. 


.oi 


26. .. 


• ou, • • out • • 


. our .... loud . 


.ou 



' See "Ghradual Primer/' pages 20 and 28; and •* Gradual 
Speller," page 26. The figarea refer to leasoni in the Primer. 



GBADOTAL READER. 16 

Table II. 
Review of Consonant EUnients.^ 

60. . • . a, ab, b . • 6, 6b, b . . u, ub, b 

42. ... a, ad, d . . 6, od, d • . u, ud, d 

37. ... a, af, f . . 6, of, f . . u,*uf, f 

44. ... a, ag, g . . 6, 6g, g . . u, ug, g 

43. ... a, ak, k . . d, ok, k . . u, uk, k 

33. . . . a, al, 1 . . o, ol, 1 . .'u, ul, 1 

34. ... a, am, m • • 5, dm, m . . u, urn, m 

35. . . , a, an, n • . o, on, n . . u, un, n 
49. . . . a, ap, p . . 6, op, p . . ii, up, p 

36. ... a, ar, r . . 6, or, r . . ii, ur, r 
39., ... a, as, s • • 6, os, s . • ii, iis, s 
41 .... a, at, t . . 0, ot, t • . ii, iit, t 

38. ... a, av, v . . 6, 6v, v . . u, iiv, v 
40. . . . a, az, z • • 6, oz, z . . ii, uz, z 

47. ... a, ang, ng. . 6, ong, ng.. . ii, iing, rig 

48. ... a, ash, sh . . o, osh, sh . . ii, iish, sh 

45. ... a, ath, th . . 6, 6th, th . . ii, iith, th 

46. ... a, ath, th • . 6, 6th, th . • ii, iith, th 

58. ... a, ^x, X • • 6, 6x, x . . u, iix, x 

59. . . a, ax, x . . 6, 6x? x . . ii, iix, x 

56. . . a, azh^ zh . • 6, 6zh, zh . . ii, iizh, zh 

57. . . . a, aj, j . . 6, oj, j . . . u, iij, j 
51*. ... a, ran, r • . o,. rod, r . . . ii, run, r 

* See «* Gradual Reader/' page 22, and >' Gradual Speller,*' 
page 43. For 45 and 46, conault Primer. 



i6 



INTBOOUCTION TO THE 



§6. 







ENUNCIATION 








Id 


h 




tm 


It 


a 


sailed 


sails 


6 


holm 


bolt 


e 


healed 


heels 


e 


elm 


belt 


i 


mild 


miles 


e 


realm 


felt 


6 


bold 


holes 


e 


helm 


melt 


e 


held 


bells 


i 


film 


built 




if 


Ik 




Ip 


Is 


ii 


gulf 


bulk 


e 


help 


else 


i 


sylph 


milk 


u 


pulp 


pulse 



The ship sailed ten miles in one hour. 
SaiU are made of cloth called duck. 
Take hold of the helm and steer the boat. 
The ship was built of the best oak. 
The sun will melt the snow and ice. 
Jane has put the milk on a shelf. 
Help me, or else I sliall let it fall. 
He felt my pulse to know how fast it beat. 
I heard ^ the bells ring for a fire. 



C is equivalent to k before a, o, i£, Z, r, or / ; but it has 
the sound of s before «, t, or y. 

For the sound of simple elements^ see the " Gradual Prim 
er/* and for combinations, see the ^* Gradual Reader.*' 



GRADUAL BEADER. 17 

• §'• ". 

READING LESSON. 

Charles must not hurt a fly, 
Charles does not like to be hurt. 
Do not hurt the cat and dog. 
Be kind to the horse and cow. 
How loud the pigs do squeal! 
They want more corn and, swill. 
Here is some corn for you to give them. 
See the fiens run to get their share. 
Take good care of the hens and ducks. 
How glad they are to get some food! 
See the bees come out of their hive. 
Do not strike at them with that stick. 
Touch them not, and they will not sting you. 
The ducks have gone back to the pond. 
They like to swim in the wa-ter. 
See them stick their bills in the mud. 
They do this to get their food. 
Hens scratch the dirt to get food. 
Do not throw a stone- at them. 
One of the hens has found a worm. 
All of the rest run to get a share. 
It is not fair to get it away from her. 
2* 



IS 



INTRODOCTION TO THK 







§ 


8. 










ENUNCIATION, 






nd 


nz 




m 


nt 


a 


gained 


pains 


a 


dance 


cant 


a 


hand 


fans ' 


e 


sense 


. went 


i 


mind 


lines 


i 


since 


iint 


yj 

e 


send 


pens 


u 


dunce 


hunt 




md 


mz 




mp 


,mt 


a 


named 


names 


a 


camp 


vamped 


e 


seemed 


reams 


'e 


hemp 


tempt 


d 


roamed 


homes 


o 


pomp 


prompt 


u 


fumed 


fumes 


u 


lump 


bumped 



Hand me one of those lines. 
Now Jind a good hook for me. 
Cut a- piece of lead from this lump. 
These lines are made of hemp. 
This bait will tempt the fish to bite. 
John seemed glad to see us. 
It is a year since he went to sea. 



In connection with this hook the pupil should have daily 
lessons in the '* Gradual Speller," which is the only spelling- 
book arranged on the plan of taking up the elements and their 
eombinations progressively, teaching one thing at a time. 



GRADUAL BBADEIL L9 

§9. 

READING LESSON. 

John has been to milk the cow. 
Here he comes with his pail fulL 
Now Charles can have some new milk. 
Dip some out with this tin cup. 
Here comes puss to get some, too. 
She likes milk as well as Charles. 
How glad she is tb get her share! 
Puss can not talk to show her joy. 
But she w^ill purr when she' is pleased. 
She is good to drive mice from the house. 
Cows like to eat the fresh green grass. 
They are fond of corn and meal, too. 
In the winter they eat hay in a barn. 
In the summer they live out in the fields. 
Milk is put in pans for the cream to rise. 
And butter is made out of this cream. 
The cow's flesh is good for man to eat. 
The skin is tanned to make us shoes. 
See how the little calf jumps. 
He is pleased to get out in the field. 
There is much dew on the grass now. 
It will wet our feet to walk in the field. 



so 



IRTRODUCnOR TO THK 









§ 


10. 










ENUNCIATION 








rh 


rv 






rm 


m 


? 


barb 


carve 




A 

a 


arm 


barn 


A 

a 


garb 


starve 




A 

a 


farm 


yarn 


e 


curb 


curve 




e 


firm 


burn 


e 


verb' 


serve 


» 


A 




form 


morn 




rl 


rth 




• 


rp 


rsh 


A 

e 


curl 


mirth 




A 

a 


harp 


harsh 


e 


pearl 


worth 




A 

a 


sharp 


marsh 



I like to live oa a farm. 

The horse and cows are in the bam. 

Give them some hay, or they will starve. 

This hay came from a salt marsh. 

A good horse is worth more than a cow. 

That curb is for the young horse. 

Yam can be made from this wool. 

That knife is too sharp for you. 



Let the pupil atter the combinations alone, then in the 
words alternately, till he can give them distinctly, in each 
lesson in enunciation, before he takes the readmg lesson. 

The corresponding exercises in the " Gradual Speller *' 
should be studied, as a spelling lessen^ in connection with 
each of these lessons. 



«|IAD0AL READER. 21 

§11. 

READING LESSON. 

i am glad to see Charles try to read. 
I hope he will soon learn to read well. 
It is not a hard task to learp to read. 
But it is hard for a little boy to try, 
Charles must try to learn his task. 
He n)ust spell the words he does not krtow. 
He may spell the words on the next page. 
My dog can not learn to read a book. 
See him put his paw on this leaf. 
I do not think he would like to learn. 
Now he has run off in chase of that bird. 
He can not catch the bird if he does try. 
The' bird has flown away to her nest.. 
Here comes the dog back, all out of breath. 
He wants to see what Charles is doing. 
How glad he is to get in the shade ! 
Now we will go with him to the pond. 
I will throw this stick into the water. 
See him jump in and swim to get it. 
Now he has brought it to the shore. 
He rolls on the grass to get dry. 
It is time for us to gg in the house. 



23 



IMTBODCCTIOM TO THE 







§ 


12. 








y 


ENUNCIATION. 






Td 


rz 




rf 


r^ 


A 

a 


hard 


cars 


-e 


surf 


dirk 


e 


beard 


years 


e 


turf 


work 


i 


hired 


fires 





dwarf 


. fork 


e 


word 


sirs 


6 


wharf 


cprk 




rs 


rt 




rt 


rrf?A 


A 

a 


parse 


part 


a 


cart 


barge 


6 


force 


port 


A 

a 


heart 


large 


e 


worse 


hurt 


e 


hurl 


surge 



It is hard work to row the boat. 
Now we are quite near to the wharf. 
Pull the left oar with more force. * " 
Fend off, or you will hurt the boat. 
Pick out a large fish to take home. 
We shall be just in time to take the cars* 

The lessons in enunciation are not intended for spellingr 
lessons, though they can be- used as such, but merely as exer 
cises for the distinct articulation of the combinations of con- 
sonant elements, as in the " Gradual Reader," where com- 
bmations first, by themselves, then in words, and finally in 
short sentences, were for the first time offered to the public, in 
1841. To the exercises in the " Gradual* Reader *' the teacher 
is respectfully referred for the^ plan of teaching one thing ai a 
Hme, • 



GRAPUAL RSADKR. 83 

§ 13. 

READING lesson! 

There will be a hard frost to night. 
Let us go and see the sheep fed. 
John has brought them some hay. 
He has put it in their pens. 
They will be warm in this shed. 
The cows eat their hay in the barn. 
The horse stands and ea(s in his stall. 
The hens have gone to their place to roost. 
They have put their heads under their wings. 
They will sleep all night on their perch. 
The pigs love to lie down in the straw. 
They have been fed with warm food. 
John gives them meal to make them fat. 
How cold and chill the air feels! , 

Now let us go into the house. 
It is too cold for us to be out in the air. 
I am glad to see the blaze of a good fire. 
This largQ log will burn for a long time. 
Now we are all round the fire once more. - 
The dog has laid his head on my knee. 
Here comes the cat to lie on the hearth. 
We should praise God, who gives us a home. 



84 



INTRODUCTION TO THE 



§14. 







ENUNCIATION. 






bl 


fi 




fi 


kr^ 


a 


blaz6 - 


flake 


6 


floor 


globe 


a 


black 


flash^ 


a 


flag 


glad 


e 


bleed 


fleece 


u 


flush 


glove 


H 1 


blood 


flood 


e 


fleet 


gleam 




pi 


si 




si 


kl 


a 


play 


slate 


e 


sleeve 


clean 


a 


plan 


slab 


i 


slice 


clime 


e 


plead 


sleep 


6 


slow 


cloak 


u 


plum 


slug 


a 


slack 


clam 



Let us go into the house and play. 
I will go and -get my new slate. 
See how clean and new it looks. 
Let us draw a plan of the farm. 
Here is a good spot for the plum tree 
Now draw the old black horse. 
Wash the slate with this piece of sponge. 
Rub it dry with this old glove. * 



i^et the class together utter each combination, and then 
the several words. The sentences may be read simulta* 
•BCOttslj, or bj indiyidualsy as the teacSer finds it most con- 
venient. • 



GRADDAL READER. 25 

§15. 

READING LESSON. 

The ^1 has set. It is night. 
How blue and clear the sky is! 
How bright the moon and stars shine! 
I hear the owl in the old elm tree. 
He was made to fly in the night. 
He will soon go in search of foodi 
Mice creep out of their holes at night. 
He will try to catch them to eat. 
He cries out as we come near the tree. 
Now he has flown out of the tree. 
What a sweep he makes witlj his long wings! 
There is a bright light on that bank. 
Let us go and see what it is. 
I think it is a glow-worm. 
Here it is on this blade of grass. 
Do not shake it off". 
How fine the light is! 
Let me pull up the blade of grass. 
Now you can take it in your hand. » 

Do not take it into the house. 
It wiU grow faint and die if we do. 
Let us lay it down on the grass. 
3 



26 



INTROOPCTION TO TBI 



§16. 







ENUNCIATION. 






Uh 


Uh 


. 


St 


mt 


e, 


cheek 


teach 


a 


stake 


haste 


6 


choke 


coach 


e 


steep 


least 


a 


chat 


catch 


i 


stick 


missed 


i 


chip 


ditch 


6 


stop 


lost 




sp 


sp 




sk 


sk 


a 


span 


clasp 


a 


scalp 


task 


i 


spill 


lisp 


1 


skill 


risk 


6 


spot 


wasp 


ii 


scull 


husk 



Qiarles, you may try to ccdch the ball. 

1 have lost my bat stick. 

Stop till I can find it. 

I left it near this spot. 

We can use this stake for a bat. 

It will be a t^isk to hit the ball with it.~ 

There, I have missed it twice. 

The ball hit me on my cheek. 
' It did not hurt me in the least. 
' Take care not to tread on that wasp. 

If any combination is uttered indistinctly, take the ele 
■lents, first separately, and then eombined; this will icon 
the diffictilty. 



- GRADUAL READBB. 87 

§17. 

REAWNG LESSON. ' 

Let us go down to the sea shore. 
How the- waves roll up on the beach! 
Now they go back and leave the sand. 
We can walk oh this hard sand. 
See that great wave lash the shore. 
Do not go too near;^ it will wet you. 
Here is a weed that grew in the sea. 
You may take the weed home with you. 
How white and how high that cliff is ! 
I see some birds near the top. 
How small they seem, so high up! 
Those birds are called g4ills. 
Now you can hear their wild cry. 
They do not scream so loud from pain. 
I should call it their cry of joy. 
They seek their food in the waves. 
There is a boat on the blue waves. 
The waves take their hue from the clouds. 
I can see a small speck on the deep. 
That is a ship far off on the sea. 
She ^yill look large when she comes near. 
The small boat has gone out of sight. 



!>8 



INTBODUCTION TO tHZ 







^ §] 


18. 








ENUNCIATION. 






5m 


m 


ng 


ngk 


a 


smash 


snap 


a hang 


bank 


i 


smile 


snipe 


i sing 


sink 


6 


smoke 


snow 


u sung 


sunk 




bz . 


g^ 


dz 


vz 


a 


cabs 


bags 


a spades 


waves 


e 


webs 


eggs 


e seeds 


leaves 


i 


ribs 


figs 


u buds 


doves 



The snow and ice are gone now. 
Here are buds on this rose bush. 
There will soon be leaves on the trees. 
I have got some seeds to plant. 
We can dig the earth with spades. 
I will show you my pair of doves. 
Do not take the eggs out of their nest. 
See how the smoke comes from that fire. 
Let me try to snap your whip. 
I will hang it up on a nail. 
These bags ard filled with corn. 
John ought Xo brush off those webs* 



Jf has its ringing sound, when followed by k or hard g 



GRADUAL READER. 29 

§19. • 

READING LESSON. 

Let u§ go and see them mend the cart. 
They have made a new wheel for it. 
The wood of the old one was weak. 
They put bags of corn in the cart. 
The wheel broke on the way to the mill. 
Now they will fix the Wheel on the cart. 
Let us go with them to the mill. 
We have tiot been there for some time. 
Now we are .at the door of the mill. 
Here is the man who tends the mill. - 
He will see that the corn is ground. 
I will go with you to see the wheels. 
The water falls and turns the wheels. 
Here are the stones to grind the corn-. 
You can see the meal as it comes out. 
It feels warm when it is just ground. 
How fast the millstones do turn! 
They whirl round and crush the corn. 
Thus it is ground into fine meal. 
Jane will sift it when it gets home. 
Then she will make it into bread 
She will bake it for us to eat. 
3* 



INTRODUCTION TO THE 



§20. 







ENUNCIATION. 






or 


dr 




> 


gr 


a 


break 


drain 


a 


frame 


great 


e 


breeze 


dream 


e 


freeze 


green 


e 


breath 


dress 


i 


fright 


grind 


u 


brush 


drum 


6 


froze 


grove 




kr 


ir 




pr 


thr 


e 


cream 


tree 


e 


preach 


three 


L 


cry 


try 


i 


price 


thrive 





cros^ 


trot 


6 


prone 


throne^ 



Do not be cross to Charles. 

He is not more than three years old. 

You can let him have your great doll. 

He must take care not to break it. * 

He has, put green paint on the doll's face 

He will give it up for his drum. 

Do not tease him and .make him cry. 

jR, preceded by one consonant or more, should be pro- 
nounced in the combination by a single impulse of the, voice. 
Otherwise, as it has its rough or trilled sound, it will produce 
an additional syllable, very improper and disagreeable. Thus 
brake would become bur -rake; frames fur-ramty &c. By 
eare, this may easily be avoided. — See *^ Primer,'' page 50. 



6RAI>UAL READEIL • 31 

§21. 

READING LESSON. 

ijei us go' and take a walk in- the woods. 
How thick the trees grow in this part! 
The limbs are full of leaves. 
The clouds in the east look like gold. 
The thirds sing as if to hail the sun. 
I love the fresh, sweet air of morn. 
This great tree must be quite old. 
Let us rest a while on this stump. 
This oak has been cut down a long time. 
See how this old moss has grown on it. 
Young trees have sprung up round it. 
Thus the old fall and the young grow up. 
I hear the songs of the thrush and lark. 
SucM sweet sounds are the voice of praise. 
They fill the heart with peace and joy. 
I hear the stroke of the woodman's axe. 
How loud each blow comes on my earj 
The limbs crash as the huge tree falls. 
He has cut down the tall old elm. 
1 see its young leaves still look green. 
The white moss is on its dry limbs. 
The sweet woodbine clings round its trunk. 



32 



INTRODUCTION TO THB 



22. 







ENUNCIATION. 






fi 


ks 




ps 


is 


a 


safes 


cakes 


a 


capes 


plates 


e 


reefs 


cheeks 


1 


pipes 


kites 


i 


cliffs 


bricks 


6 


drops 


blots 




ks 


ks 




kt 


^pt 


a 


axe 


backs 


a 


act 


rapt 


a 


tax 


tacks 


e 


decked 


kept 



SIX 



sticks 



6 yoked hoped 



Bricks and pipes are made of clay. 
Kites will fly high in the air. 
Men pay a tax to give us schools. 
There is a kind of small nails called tacks. 
Those high, steep rocks are called cliffs. 
Small boys should not touch an axe. 
My book must bef kept free from blots. 
Here are drops of ink on this page. 
John has iiot yoked the oxen yet. . 
J hoped I should get a ride home. 
Here comes a cart full of bricks. 

The sibilant s is in itself disagreeable, if at all prolonged ; 
after /, k^ p, *, &c., let the sound be as short and abrupt as 
possible. — See »* Gradual Primer," paje 38. 



GRADUAL BEADEIU ^3 

§23. 

BEADING LESSON. 

This road will lead us down into a vale. 
In the midst of the vale is a stream. 
It comes from a spring by the side of the hill. . 
Let us sit down on this bank near the spring. 
How clear and pure the water looks ! 
The brook is small where it first starts. 
See how it winds through the vale. 
A plant grows on the bank of the stream. 
Its long leaves bend down to the water. 
There are stones hy the side of the brook. 
See that dove stand on them to drink. 
Now he dips his bill into the stream. 
Hqw quick he lifts his head from the water! 
Now he turns his head to each side. 
He heard a noise, and has flown. 
I have found some ant-hills here. 
Let us sit down and watch the ^mts. 
How hard they toil in the hot sun! 
Some go out in search of food. 
They bring it home in their mouths. 
One has found the seed of a plant. 
All may learn to work from the ant. • 



34 



INTRODUCTION TO THE 







§24. 








ENUNCIATION. 






dzh 


thz kiV 


ft 


a 


age 


bathes 


a quack 


raft 


e 


siege 


breathes 


e quell 


left 


6 


joke 


oaths 


1 quit 


lift 




dw 


sw 


tw 


shr 


e 


dwell 


swell 


i twine 


shrine 


6 


dwarf 


swarm 


I twist 


shrill 



Do not try to get on that raft. 

Take this piece of twirte for a fish line. 

Fish die when they quit the water. 

What a shrill noise that steam makes ! 

I have leji my knife at home. 

I do not know my dog's age. 

He bathes and swims in the pond. 



In the combination skr^ it. is a common fault to give the h no 
sound. To remedy this, let sh be first sounded alone, as ih 
the word hush^ and then in combination with r. — See " Grad 
ual Primer," pages 47, 50. 

Wy beginning a word, or in combination with a preceding 
consonant, has the shortened sound of oo, or second sound 
of o. On analyzing the word dwell^ it becoitles doo-ell ; this 
frill serve to show the sound of the w alone. In pronuncia- 
tion, it must not be thus separated, but must glide into the 
succeeding vowel. — See "Primer," pages 52, 59. 



GRADUAL READER. 



35 



§25. 

READING LESSON. 

Let us walk once more in the wood. 
The sun has sunk low in the west. 
But he has not yet gone down. 
What a long shade that tree makes! 
I hear the songs of the birds. 
At last the sun has gone down. 
I love to look up at the sky. 
Now the stars come forth in the clear blue. 
The moon will soon rise in the east. 
Then the stars will not look so bright. 
Now the moon just peeps over that hill. 
How its soft beams shine through the trees ! 
This is the hour for the owl and the bat. 
They leave their haunts and fly about. 
I see the rill gleam in the moonlight. 
Let us pass through this gate to the field. 
Here stands the cot of the old woodman. 
He sits on a bench by the door. 
His work for the day is done. 
The bees are at rest in their -hive. 
We will go home by the old lane. 
How sweet is home to young and old ! 



96 INTRODUCTION TO THE 

§26. 

MARKS AND STOPS. 
A Hyphen, - 

A Hy-phen is a lit-tle mark to di-vide a 
word in-to syl-la-bles, as in this les-son. 

It is al-ways used at the end of a line, 
when a part of a word be-gins the next 
line. 

When it is put be-tween two Words, as* 
iii farm-house, it u-nites the two in-to one 
word. Farm-house is called a com-pound 
word. Charles must not for-get this lit-tle 
mark. 

When he writes a line, if a part of a 
word is to be car-ried to the next line, for 
want of room, a hy-phen must be made at 
the end of the line, where the word is bro- 
ken in-to syl-la-bles, thus: — 

an atfnJuc o4 dtu tuocd i^Uo^ me fia^* 
^ ma^ * a fite. 



The hy-phen is used the same way in 
.print-ed books. 



GRADUAL READEB. 37 

§27. 

MARKS AND STOPS. 

/ A Comma, ^ 

When Charles reads, he must stop a lit- 
tle while, now and then, to breathe or rest 
his Voice. 

When he sees a comma, he must always 
stop long enough to say one ; then he may « 
read on. He must not say one aloud, but 
to. himself. # 

He will not need to say one, when he 
has found out how long to stop his voice 
at a comma. 

He must almost always keep his voice 
np at this short stop, or suspend it, as if he 
meant to go on and finish something which 
he had begun to read. 

The next lesson will teach Charles to 
keep his voice up at a comma. 

Let the teacher expUin what is meant by the rising slide, 
or, as it is sometimes called, inflection of the voice, so far aa 
respects the simple suspension or rise of one note, required 
at a comma, and used after every word where the falling > 
slide is not needed. 

4 



38 INTRODUCTION TO THE 

§ 28. 

READING LESSON. 
The voice suspended, or kept up, at a comma. 

We all know that iron is of great use. 

If all our tools were made of wood, they 
would soon wear out. 

If our tools were made of wood, we could 
.• not cut wood with them. 

If an axe were made of wood, we could 
not cut down a tree with it. 

If we had tools made of stone, the stone 
would break, and the tools would soon be 
of no use. 

Iron is so sharp, and so hard, and it wears 
so well, that a man can soon cut down a 
tree, and saw it into boards and planks. 

Nails, as well as tools, are made out of 
iron. 

If we could not cut wood into plank^, we 
could not build a ship. 

If we had no iron to' make tools, we 
should have to live in log huts. 

Iron, then, I think, must be of more use 
than gold. 



GRADUAL READEIL 39 

§ 29. 

SIMPLE SUSPENSION. 

Simple suspension of the voice, or the rising slidb 
o/* ONE NOTE, as at a comma; the voice to be kept 
up at the end of each line, as if the pupil intended 
to go on. This will be a useful exercise for a class, 

I saw 

I saw a 

I saw a small 

I saw a small boy 

I saw a small boy try 

I saw a small boy trying 

I saw a small boy trying to , 

I saw a small boy trying to lift 

I saw a small boy trying to lift a 

I saw a small boy trying to lift a large 

I saw ^ small boy trying to lift a large log. 



§30. 

Semicolon^ ^ 

When Charles is reading, he must stop 
at a semicolon long enough to say oncj 
two^ to himself. 



40 INTRODUCTION TO THE 

He can stop, to rest his voice, twiqp as 
long as he would at a comma. 

If the clause, or part of a sentence before 
a semicolon, makes complete sense by itself, 
the voice should fall ; if not, it should be 
kept suspended, as at a comma. This fall 
of the voice is called the falling slide. 



§ 31. 

MARKS AND STOPS. 

Colon, I . 

In reading, the pupil must stop at a 
colon long enough to say, one^ tioo, three j 
to -himself. 

As the part of a sentence, limited by a 
colon, generally makes complete sense by 
itself, the voice should generally fall at this 

StOJ). 

It allows the pupil longer time, to breathe 
and rest his voice, than the semicolon does. 



Here let the teacher explain the simple falling slide of 
one note, and give the pupil examples, till he can fully un- 
.derstaad it. 



GRADUAL READER. 41 

§32. 

READING LESSON, 
The voice to fall at the semicolon. 

The Camel. 

The camel is most like the horse in size 
and use ; it has a hump on \t^ back ; its 
height is. more than six feet; its head is 
small ; its ears are short ; its neck is long ; 
its hoof parts into two; and. its hair is long. 

It moves with great speed; even with a 
bale of goods on its back, it can go four 
miles in an hour. 

The Woodman and his Child, 

He sat by the door of his cot ; his child 
stood near him, his only child. 

Her hair fell in curls on her fair neck ; 
her cheeks were like the rose ; the sun had 
spread a soft tinge on them ; health was 
there ; her eye was blue as the sky. 

She stood by him ; her hand was in his. 

The woodman bent over his child ; sHe 
knelt at his feet ; he blessed the fair child ; 
she rose, and they both went into the cot. 
4* 



42 mTRODUCTION TO THE | 

§ 33. 

MARKS AND STOPS. 
Period^ • 

The pupil must stop at a period long 
enough to say, one, twoy threes four, to him- 
self. 

The voice should have the fallvig slide at 
a period. 

Be careful to sfop long enough for the 
hearer to notice that the septe.nce is fully 
ended. 

Never hurry from one sentence to an- 
other. Take full time to breathe, and to 
rest the voice. 

Many children are in great haste to get 
done, \yhen they are reading. 

This is very wrong. 

What you do, learn to do well. 

Dash^ — 
A dash, after any stop or point, adds to 
its length, and denotes that a longer pause 
than usual is required. 



GRADUAL .READER. 43 

§34. 

ENUNCIATION. 

The unaccented termination er, pronounced as in her. 
but less forcibly f from lacking the accent. 



a 


ba' ker 


pa' per 


wa' fer 


e 


ev er 


nev er 


sev er 


6 


ver 


ro ver 


vo ter 


u 


oth er 


cov er 


hov er 


a 


lad^ der 


ham' mer 


man' ner 


£ 


bet ter 


let ter 


pep per 


i 


bit ter 


mil ler 


din ner 


6 


of fer 


cop per 


rob ber 


u 


but ter 


sum mer 


sup per 



Here comes the baker with new bread. 
No other man makes such good rolls. 
Do not climb up on that ladder. 
Small boys should never climb so high. 
I need a waf6r to seal this letter. 

An unaccented syllable, ending in ar, er, ir, or, or ur, is 
oflen uttered as if written ^k, or Hi ; thi^s, ever as if it were 
«**-. This error is very common, and great care will be 
needed to guard against it. There is a beauty in the sound 
of 0r, which marks at once the correct speaker. The above 
exercise is intended to perfect the pupil in its utterance. — 
See page 13, and *^ Qradual Speller," pages 23 and 45. 



44 INTRODUCTION TO THE 

§35. 

JIEADING LESSON. 
Morning. 

The dawn has broken. 

Let us get up ; it is near sunrise. 

Look to the east ; the sun has not yet 
risen, but we see the clouds. 

How fine are the colors that tinge that 
cloud ! 

See the morning star; how bright it is! 

Now, while we are looking at the clouds, 
they change their hue ; the colors grow 
deeper. 

At last the sun has come. 

The birds warble, the cattle low, and the 
fresh breeze sweeps rfver the fields ; it shakes 
the bells of the flowers ; the dew-drops glit- 
ter in the sun. 

Look, now, at the sea. 

How bright the waves appear, when the 
sun shines on their tops ! 

Sound the r in warble, and do not call it wdbble, 
Sound the r in flowers, and do not call it flowuz^ 
is long in billows: do not call i^ billuz* 



GRADUAL READER. 45 

§36. 

ENUNCIATION. 

I, in final ing, like i in pin. N has its ringing sound, 
as in KING, and g is silent, but sertes to indicate 
that N has its ringing sound. 



e 


eve' ning 


feel' ing 


be' ing 


i 


drip ping 


shil ling 


giv ing 


u 


cun ning 


run ning 


noth ing 


6 


stock ing 


wad ding 


trot ling 


6 


go ing 


row ing 


blow ing 


a 


pay ing 


say ing 


rain ing 


i 


light ning 


shin ing 


try ing 



The air is quite cool this evening. 

The moon and stars are shining bright. ' 

The wind is blowing from the west. 

It has been raining some to-day. 

I was out, and saw the lightning. 

George was rowing the boat to the shore. 

Soon he came running home in the rain. 

Ing^ when unaccented, is often uttered as if it were written 
m, as Wghi'Tiin for XighUningy run>nm for run-ntn^, See. 
This habit will be difficult to eradicate ; therefore it should 
be well guarded against, at the 'outset, by thorough practice 
on the above exercises. — See '* Gradual Speller," page 85 
and " Gradual Reader." 



46 INTRODUCTION TO T^E 

§ 87. 

READING LESSON. 
, Autumn. 

It is now the harvest of the year. 

The fruits are ripe on the trees; the 
wheat is ripe in the fields. 

The reaper takes his sickle to the field. 

The dajs are not so hot as they were 
in xht summer, and the reaper does not 
suffer, so much. 

The reaper cuts the wheat, and lays the 
ears down as even one with anpther as he 
can. 

Men come after him, who gather it up 
by armfuls, and then bind it round with a 
wisp of straw ; this bundle is then called 
a sheaf. 

They set up many of these sheaves 
against each other, and this pile is called 
a shock.. 



Against should be pronounced as if it were written dginst 
It is a common error to give a in the first syllable its long 
sound, and ai in the second the long sound of a, 'instead of 
the short sound of «. ' 



a 
a 
i 


a' gent 
tal ent 
si lent • 


6 


mo ment 


e 


pres ent 


CO 

/ 


prix' denice 



CIRADUAL READER. 47 

§ 38. 

ENUNCIATION. 
E in final ent and ence, like e in went. 

pa^ rent ca' dence 

frag ment ab sence 

si lence sci ence 

po tent CO gent 

pres ence sen tence 

I 6 com mence^ ment 

Lose not a moment of your life. 
The present time alone is ours. 
Prudence should teach us to use it. 
This is the commencement of the jear. 
Time is a talent loaned to us. 
Waste not the least fragment of it. 
How dear is the love of a parent ! 
In silence do what you are told to do. 
Be still in the absence of your teacher. 

£ , - 

It is a prevalent error to give the sound of ft to the i in 
ent and encs, when unaccented ; calling prudence^ prudvLnce, 
and talent, talnnt. ■ Too much precaution cannot be used in 
guarding against this corrupt pronunciation of e in such ter- 
minations. Liet the pupil be carefully exercised in this lesson 
— See «» Gradual Speller," pages 87, 89. 



48 INTRODUCTION TO THE 

§39. 

READING LESSON. 

A florist is a man who rears flowers; he 
has a garden and a greenhouse. 

Yoa know what , I mean by a green- 
house. • 

It is a house, the roof of which is made 
of panes of glass, like windows, to admit 
ihe light, and the heat of the sun. One 
of its sides is made in the same way, and 
sometimes three of its sides are made ol 
glass. 

It is called a greenhouse, because, when 
the plants and flowers are put into it, and 
you look through- the windows, it seems as 
if the whole place was full of things of a 
green color. 

Many plants and flowers would die, or 
would not grow so fast and so well, if 
they were left out in the open air all day 
and all night. 

Oio, in windows^ has the sound of long o ; but it is a com- 
mon error to call it windur or toind&z. 
For the word flowers^ see page 42. 



GRADUAL READER. 49 

§ 40. 

Interrogation Pointj 1 

This mark is put at the end of a sen- 
tence, to show that a question is asked. ^ 

John'ivill go home with me* 

The above i^ an assertion ; when Charles 
reads it, he must let his voice fall at the end. 

fVill John go home with me ? 

The above is a question, and Charles must 
make his voice rise where he sees the ques- 
tion mark, because the answer to the ques- 
tion should be yeSj or wo. 

fVill John go home with me? 

Answer. Yes, he will. 

Have you seen my ball? 

Answer. No, I have not. ' 

When the answer* to a questioA cannot 
be yes or no, the voice should fall as at. a 
period. 

fVIiere has John gone? 

Answer. He has gone into the house. 

The voice should fall in the last ques- 
tion, because neither yes nor no would be 
a proper answer to it. 
6 # 



50 INTRODUCTION TO THE 

§ 41. 

READING LESSON. 
The rising slide illustrated by questions. 

Anna. Have you got a good knife? 

Charles. Yes ; it is a new one. 

Aniui. [s it sharp, so that 1 can cut 
this' piece of paper ? 

Charles. It is so sharp, that I have cut 
my finger with it. 

Anna. Will you lend it to me ? 

Charles. I will, if I can find it ; .but I 
do not know where I left it. 
, Anna. Is it in your pocket? 

Charles. No; I .had it, not long since, 
and think I laid it on the tables 

Anna. Did you leave it in your room ? 

Charles. No ; I hid it in my hand when 
the bell rang for dinner. 

Anna. 'Would you Jike to take a walk 
with me? 

Charles. Yes; if I can find my cap. 

The above lesson is intended as an exercise on the rising 
and falling slides of the voice. Let the pupil see that these 
questions can all be answered by yes, or no. 

# 



GRA.DUAL READER. 51 

Hu falling slide illustrated hy questions* 

Anna. But where did you find your lost 
knife? I see you have it now. 

Charles. In the yard. 

Anna. How came it to be there? 

Charles. I think I must have left it 
there^ when 1 cut my finger. 

Anna. When did you cut your finger ? 

Charles. This morhing ; then I threw 
the knife down, and ran into the house. 

Anna. Then it seems you did not have 
it in your hand vvhen the bell rang for 
dinner. I see you have found your cap, 
too ; where was that ? 

Charles. It was in the barn. I laid it 
on the floor while I was getting some hay 
for the cow. 

Anna. When will yoii learn to be care- 
ful, and *put things in their proper places ? 

Charles. I will try to do better. I have 
tied my cap to me with a string, to have it 
ready, when you ask me to take a walk. 

Let the pupil observe that none of these questions can be 
answered by yesy or no, and each must have the falling slide, 
as all questions must, which are asked by the words lohat^ 
luncy when, or where. 



52 INTBODOCTION TO ^THE 

7%e rising and falling slides illustrated. 

Anna. It is time to" go to school. Will 
you come in, Charles? 

Charles, Yes, as, soon as I have fixed 
this string. 

Anna. Where is your book? 

Charles. It is in my bag, I think. I 
put it there last night, I am sure. 

Anna. Where is your bag? 

Charles. I will soon find it. It ought 
to be in this room. Where did I put it? 

Anna. We shall be' late, if you do not 
find it soon. Is it in yottr chamber? 

Charles. No ; I did not carry it up. 

Anna. I think you will have to tie it 
to you, as you did your cap, yesterday. 

Charles. Here comes Jane, with the 
bag; but the book is not in it. 

Anna. Here is your book. Now, are 
you ready? 

Charles. All but my cap. 

Anna. That is tied to you ; is it not ? 

Charles. O yes ; 1 forgot. 

Let the pupil tell which of these questions require the risin^^ 
and which the falling slide, and why. 



GRADdAL READER. 53 

§ 42. 





ENUNCIATION. 






6/ 


hlz 


bid 


a 


ram' ble 


ram' bles 


ram' bled 


u 


turn ble 


turn bles 


turn bled 


6 


hob ble 


hob bles 


hob bled 




dl 


dlz 


did . 


a 


' pad die 


pad dies 


pad died 


a 


ban die 


ban dies" * 


ban died 


i • 


bri die 


bri dies 


bri died 



There goes lame John on his rambles. 
How fast he hobbles along ! 
He tumbled out of his cart. 
He has ha4 to hobble ever since. 
The new horse has Just been bridled. . 
I can handle him without help. 
Here are the paddles to our canoe. 
Take hold of the handles of the trunk. 



E^'in an unaccented termination, is silent after bl^fi^ gl, kl^ 
ply al^ tlf and zly or their equivalents ; also between v and I 
both e and i are often silent in an unaccented syllable. 

Be careful not to insert the sound of 6 between I and the 
preceding consonant. 

6* 



54 INTRODUCTION TO THE '. 

§ 43. 

READING LESSON. 
Flowers. 

The love of flowers is the index of a 
kind heart. 

The good ind'pure in heart are always 
fond of them. 

How fine are their colors ! and how 
sweet is the odor of many of them! 

How lovely is the full-blown moss rose ! 
Though we think little of it, no one but 
God could have made it, 
• All the wise men that ever lived, could 
not make a rose, nor a daisy, nor even a 
blade of grass. 

It. was God who made the rose ; and he 
made it sweet, too, that it might please us 
as well as the insects that love- to rest upon 
its fragrant leaves. 

Let us praise God for his goodness and 

for his wonderful works. 

i « 

Fragrant: do not call it frdgriint. — Colors, * (\aiX\leTZ :) 
sound the r, and do not call it collliz. — Enjoy : give the t 
its short sound, and do not call it injoy. 



GRADUAL Deader. b5^ 

§ 44. 

ENUNCIATION. 

a baf^ fle baf ' fles baf ' fle,d 

i ri fle ri fles ri fled 

u ruf fle ruf fles ruf fled 

gl gtz gld 

a tan gle tan' gles tan' gled 

i jin gle jin gles jin gled 

6 jo^ggle joggles jbg gled 

The wind ruffles the face of the deep. 
The 3wift eagle baffles pursuit. 
A rifle will send a ball straight. 
His pockets were rifled by a robber. 
Ruffles are worn around the neck. 
I joggled his desk in moving. 
The bells jingle when the horse trots. 
Get the tangles out of this skein. 
Do not joggle me when I write. 

See correspqnding exercises io the ** Gradual Speller," and 
the exercises in " Gradual Reader.'* 

Hdrse, not ha.VLSs. — fVdm^ not toO^n : sound the r. — 
«» Swifl eagle," not " swijf beagle : " sound the ft in the first 
word, not join the t to eagle. — "Out ov this," not "out&A 
thig." 



56 INTRODUGl^ON TO THB 

§45. 

READING LESSON 
A Storm. 

How dark the sky is!' 

1 feel the cold air blow. 

See the dogs run into the hoiJfee. 

In the field, the cows and sheep get 
under the trees; they know the storm is 
oming. 

Did you hear that - peal of thunder ? 

How it rolls onward! 

How near the thunder was to the flash 
of lightning ! 

It shows that the clouds, in which the 
storm is, are near to us. 

We can find out how near they are. 

As soon, as you see the flash, put yotur 
finger on your pulse, and count; you may 
reckon eight beats of your pulse to a mile, 
four to half a mile, and two to a quarter 
of a mile. This is sfficiently accurate. 

You counted four beats; then the clouds 
are half a mile off*. i 

Say stormy not stawm : sound the r. — Say tightning, n«t 
Hghtidn: ring the n. — Undir, not uhdOh. 



GRADUAL READER. 57 

§46. 

ENUNCIATION. 

kl klz ktd 

a ran^ kle ran^ kles ran' kled 

i pic kle pic kles pick led 

u buc kle buc kles buc kled 

pi plz pld 

a tram^ pie tram^ pies tram^ pled 

I rip pie rip pies rip pled 

u cou pie cou pies cou pled 

Pickled limes are often used for a relish. 
Pickles may be made of unripe grapes. 
Now 1 have buckled the strap. 
That buckle is a very strpng one. 
Do not trample on that flower^ 
See the ripples in that brook. 
John has yoked a couple of oxen. 
They have trampled on my flowers. 
Does envy rankle in thy heart? 

The shallow stream^ is always rippled. 

— — J 

The words in Italics, in the Lessons on Enunciation, con- 
tain the combinatiob of consonants, on which the pupil is to 
be especially exercised. 

Shallow^ not shalldh. 



58 INTRODUCTION TO THB 

§ 47. 

READING LESSON. 
The Balloon. 

A balloon h made of silk. 

It is made like a large bag ; a thick 
varnish is spread over it; and bver the 
bag is a network, which covers the whole 
of it. 

The strings of the network hang down 
below the mouth of the bag, and to this a 
car is fixed, like a small boat, in which a 
man can sit, or even two men. 

When all is ready, this bag is inflated 
with gas, which is much lighter than Com- 
mon air. 

Just as a piece of wood rises in the wa- 
ter, be:cause it is lighter than the water, so 
the balloon, when filled with this gas, .rises 
into the air. 

Balloons have not yet been of much use ; 
for men cannot guide them. 

The word jiist is often miscalled jist. 
The word currents is miscalled currents, 
Sound the r in over^ or it will be ovah. 



GRADUAL RCADER. 59 

§48. * 

Quotation Marks^ ^^ ^9 • 

These little marks are placed before words 
that are quoted, and after them. 

The words quoted may include only a 
part of a sentence,, or a whole sentence, 
and sometimes many sentences.. 

For instance, in reading the newspaper 
this morning, I saw, " War with Mexico,'' 
in large letters, at the head of a column* 

You see the words I have quoted are 
enclosed by these little marks. 

When reading what is said by different 
speakers, unless the name of the speaker 
precedes what is said each time he speaks, 
at in a dialogue, you will find the words 
spoken have these marks before and after 
them. 

On reaching the gate, 'John cried out, 
"I have found the ball." 

Hefre the- words spoken by John have the 
quotation marks, as you may see. 

In the next lesson, you will see more of 
them used for the same purpose. 



60 INTRODUCTION TO THE * 

' § 49. 

• . READING LESSON. 
How Rollo learned to read* 

Would you like to know how Rollo 
learned to read? 

It is very hard W(tfk to learn to read, 
and it takes a great while to do it. I will 
tell you how Rollo did it. 

One evening, Rollo was sitting on the 
floor, by the side of the fire^ playing with 
his blocks. He was trying to build a 
church. 

He could make the cjiurch very well, all 
except the steeple ; but the steeple would 
tumble down. 

Presently, his father said, — ♦ 

"Rollo, you may put your blocks into 
the basket, and put the. basket in its place 
in the closet, and then come to me." 

Then Rollo's father took him up into his 
lap, and took a book oiit of his pocket. 

Evening, not evenin. — Sittings not sitWn. — Playing^ not 
play'm. — Trying^ not try'm. — Presently ^ not presently. — Go- 
xng^ not ^oin. — Pict-yures, not pie-Xahnz. — Disappointed^ 
not disHTpotnted, nor disappointed 



GRADUAL READER. 61 

His father said, — 

" I suppose you thought there were pic- 
tures in this book.'' 

"Yes, sir," said Rollo, 

" There are none," said his father ; " I 
have not got this book to amuse you. I am 
going to have yoa learn to read out of it ; 
and Ifiarning to read is hard work." 

Rollo was very glad when he heard this. 
He wanted to learn to read, so that he 
could read story books himself alone ; and 
he thought that* learning to read was very 
pleasant, easy work. 

His father knew that h& thought so, and 
therefore he said, — 

"I suppose you are glad that you are 
going to learn to read; but it is harder 
work, and it will take longer time, than 
you think." 
• "You will get tired very often, before 
you have learned, and you will want to 
stop. But you must not stop." 

Suppose, not sHiTpose. — Jfone should be pronoanced like 
nUn. — Amuse, not iimmuse. -r Learnings not Uam\n : ea like 
i, as in her, — £a iti heard, like i, as in her, — Pleasdnt^ not 
pleas13int : ea like i, as in mgt. — T and e silent in often 

6 



^ 62 INTRODUCTION TO THE 

• 

"What!" said Rollo; « roust not I stop 
once, — at all, — all the time, till I have 
learned to read ? " 

s " O, yes," said his father ; "I do not 
mean that you must be learning to read all 
the time ; you will only read a little while 
every day. 

"What I mean is, that you must read 
every day, when the time comes, although 
you will very often think that you are tired 
of reading so much, and would rather play, 

" But no matter if you* are tired of it. 
It is your duty to learn to read, and you 
must do it, if it is hard." 

"I do not think I shalf be tired," said 
Rollo. 

" Very well ; you can see. Only re- 
member, if you should be tired, you must 
not say so, and ask not to read." 

Hollo's father then opened the book, and t 
showed Rollo that it was full of letters, — 
large letters and small letters, and a great 
many little words in columns. 

Evirify not cvry: three syllables to it. -^Mattir, not mat' 
tah. — Hardy not hahd: sound the r.-^RemembSr^ not ra, 
metn^uh. — Lettirs,\not lettVLZ : sound the r. 



GRADUAL READER.- ' 63* 

* 

§50. 





ENUNCIATION. 






si 


slz 


sld 


e 


wres' tie 


wres' ties 


wres' tied 


i 


whis tie 


whis ties 


whis tied 


u 


rus tie • 


rus ties 


rus tied 




// 


tlz 


tid 


a 


rat^ tie 


rat^ ties 


rat' tied 


e 


net tie 


net ties 


net tied 


t 


whit tie 


whit ties 


whit tied 



I saw the. boys wrestle at recess. 
John whistles that tune very well. 
The dry leaves rustled on the ground. 
The chill winds whistled loud and shrill. 
The babe has got a new rattle. 
Do not take hold of those nettles. 
The carts rattled over the pavement. 
You may .whittle with, my knife. 
It nettled him to be called lazy. 

Pavemint^ not pavem\i7U. — Tune^ notfoow. — Sound the 4 
distinctly in hold and called. 

In torestle, and similar words, except pestle^ the t ia silent : 
pronounce it as if -written lore^sl. * 



04 INTRODUCTION TO THE 

§ 51. 

READING LESSON. 

Plan for Rollo to learn to read. 

His sister Mary was to teach him. 

Mary was to call him to her every morn- 
ing, at nine oVlock, and teach him his let- 
ters for a quarter of an hour. 

She W£ts to do the same at eleven, at 
three, and^ at five. The rest of the time 
Rollo was to have for play. 

Mary was to take three or four of the 
letters at a time, and tell Rollo their names, 
and let him try to make them on a slate, 
until he should know them perfectly. 

Rollo's father then said, — 

"Now, Mary and Rollo, this is a hard 
task for. l)oih of you, I know. 

"1 hope you will both be patient and 
persevering, and be kind to one. another. 

"You must be obedient, Rollo; and re- 
member you will be very glad when you 
can read, although it is hard work to learn." 

Pdshentj not pashHtnt. — Enjoy, not injoy. — Sister ^ not *w- 
tah. — E4ev-en : do nut clip off the first syllable. 





GRADUAL READER. 


( 






§53. 


# 




ENUNCIATION. 




a 
o 
u 


vl 
rav' el 
grov el 
shov el 


viz 
rav^ els 
grov els 
shov els 


vid 

rav^ eled 

' grov eled 

shov eled 


a 
i 
u 


zl 
daz' zle» 
driz zle 
puz zle 


zlz 
daz^ zles 
driz zles 
puz zles 


zld 
daz' zleW 
driz zled 
puz zled 



6^ 



I shoveled the show from the walk. 
Here is my shovel^ made of pine wood.. 
The slow worm grovels in the dirt. , , 
My eyes are dazzled by the blaze. 
The (ilouds begin to drizzle j now. 
Most children are very fond of puzzles. 
No sunbeam dazzles the eagle's eye. 
He will soon be able to puzzle it out. 

E OT i before I is silent in shekel, weasel, ousel, navd, rave!, 
snivd^ drivel, shrivel, shovel, grovel, hazel, evil, and devil. It 
is an error to give either of fhem a sound in the above words. 
— Shoveled is pronounced shiivld. — My, when unempthatic, 
has } short, as mi, except in the Bible, where it is, perhaps, 
better to give it the long sound. 

-6* - 



66 INTRODUCTION TO THE 

READING LESSON. 

Study made a Duty, not an Amusement. 

Do you think it would have been better, 
if Rollo's father had tried to make learning 
to read more amusing to his little hoy ? 

He might have got a book vi^ith letters , 
and* pictures, too ; or blocks and cards with 
letters on them, and let RoUo learn by play- 
ing with them. 

But if RoUo had begun to learn to read, 
expecting to find it play, he would have 
been disappointed and discouraged a great 
deal sooner. 

He might have looked at the pictures, or 
played with the cards or blocks; but. that 
would not have taught him the letters. 

It was better that he should understand 
distinctly, at the beginning, that learning to 
read was hard work, and that he must at- 
tend to it as a duty. 

Amusing, not ^xamusing. — Cards, not c?ihds : sound r. — 
Discouraged, not diseouriged. — ".Great deal/* not "grd 
deal : *' sound t. — Loo^ out for the ing. 



<2RADUXL HEADER. 67 

§54. 

V 

MARKS AND STOPS. 

Tlie Mark of Exclamation^ ! 

This point is used after a word, phrase, 
or sentence, expressive of sudden emotion, 
or strong feeling, on the part of the writer. 

Sometimes it requires the same pause as 
we make after a comma^* ' 

Sometimes it denotes a pause eqiial to a 
period, or even longer. 

Whether the voice should have the rising 
or falling slide, will depend on the emotion 
or feeling to be expressed. 

This will be explained, further on in the 
series of Readers, in its proper place. . 

It is enough for the pupil here to know, 
that, when the emotion is surprise, the voice 
should have the rising slide; but in other 
cases, generally, the downward slide should 
be used. 

Equdlj not eguXlj nor equiil. — Sentinee^ not sentiXnce. — 56- 
ri-es: three syllables., — GenerdJIyj not generiXUy. — Emotion^ 
(emoshCin,) not immotivn. — Sentence; see note, page 47. — 
Expressed^ § 16. 



68 INTKODUCTION^ TO THE 

i 

READING LESSON. 
Mother and Child. 
A child had troubled his mother: 
He was fretful and ' disobedient. 
He went away to school. 
He walked slowly, an(^ thought 
Of what he had -said and done. -' 
The morning sky was bright, 
But he did not look up and smile; 
Flowers sparkled with dew, 
But he did not enjoy their sweetness^ 
Birds sang from tree and bush, 
But he did not love their song; 
For the spirit of naughtiness 
Lay heavy at his heart. 

He entered the school-room ; 
The teacher read a lesson : 
"Children, a few years ago 
You were little infants; ■ 
Your hands were weak and helpless, 
Your feet unable to walk; 
Who held you tenderly in her arms, 
And, when you hungered, gave you food ? 



GRADUAL READER. 69 

When you cried, who had patience with jou ? 
Who smiled on your little plays. 
And taught your little tongue its first words ? 
Who loveth you, night and day?" 

And the children said, — 
*'We will love and obey her 
All the days of our life." 
Then the child, who had been bad at home. 
Held down his head with shame. 

As soon as school was done, 
. He hastened b^ck to~ his mother : 
He knelt down by her side; 
He hid Jiis fiice in her lap, and said, — 
^' 1 was najjgh ty to you, and did npt repent. , 
1 went to school, and was unhappy. 
Mother, forgive me. 

That the flowers may be sweet to me again, 
And that I may look at the bright, blue sky, 
And be at peace." 

The mother said, — 
" I forgive you, my dear son ; 
Ask 'God to forgive you, also, 
That the voice in your bosom 
May no longer blame you. 
And you may be at peace with Him." 



70 



INTROOCCTION TO THE 







§ 


56. 






ENUNCIATION. 

• 






bkr 




spr 


sir 


a 


scrape 




sprain 


strain 


a 


scrap 




sprang 


strand 


i 


scribe 




sprite 


strife 


I 


scrip 




spring 


string 


u 


scrub 




sprung 


strung 



I love the eariy flowers of spring. 
Let there he no strife ])etweeu us. 
Scrape your feet clean as jou come in 
Jane will* have to scrub the floor 
.Give me a long, stout string. 
Here is a small strand of a rope. 
This will prove a very bad sprain. 
He sprang upon his horse from the ground 
I feared he would strain himself. 
Anna has strung all her beads. 
This plant has sprung up in haste. 
* He might have been called a scribe. 



Between, not bUween. — Ground^ not grovn : sound the rf. — 
Horst^ not kAXisa : sound the r. — Fearerf, not /tfttd : Bound 
the r. 



GRADUAL READtlL 7i 

§ 57. 

READING LESSON, 
TJve Perseverance of little Jane. 

How much may be done Jjy perseverance ! 

Jane is not so bright as either of her sis- 
ters, yet I think she will grow up the most 
sensible woman of the three. 

And what do you think is the reason? 

Because she never says she canH do a 
thing; but tries, over and over again, till 
she does do it. 

She is not quick, nor is her memory very 
good; therefore it is a great trouble for her. 
to learn a fesson by heart ; yet she gener- 
ally gets it better than the others, though 
they can learn to repeat a page of history 
in a few minutes. 

These quick young folks often fbrget as 
fast as they learn ; and, like the hare in the 
fable, that ran a race with the tortoise, they 
ar^e left behind at last. 

Perseverdncn^ not ptrsever^nce — Sensible, not sensiSLhble. — 
Generally y not generHiUy. — Sound the r in regard. — Tor 
tmt^ (tortti.) 



72 INTRODUCTION TO THB 

I was walking around the garden \ one 
fine summer morning, when I heard some 
one, as 1 thought, reading aloud; so 1 
stopped to listen, and soon found it was 
Jane stndjing her lesson. 

She tried to Jearn the meaning of each 
sentence, repeating it a great many times, 
till she felt sore that she should not forget it. 

Just as she came to the last word, seren 
o'clock struck; and, this being the hour, for 
breakfast, her two sisters came running to 
find her. 

*'Why, Jane,^ said Louisa, *' don't you 
know your lesson yei?'' 

** Clara and I knew it an hour ago; for 
we heard each other, and did not miss a 
word." 

"But ydu know that I cannot learn so 
quickly as you," replied Jane ; and, shutting 
the book, she went in to l)reakfast. 

At half past eight, the little girls all went 
into the school-room to recite ; and, as I 
expected^ Jane knew her lesson better than 
the others, and for this simple reason, — she 

Udrden, not gS^hden. — Summer, 5 34. -^ Studying, Ac., 
\ Zd.-^BreakfasU (brtkftst,) not br€akfiiSL — Girh^ § 60. 



GRADUAL AEADEIU "73 

had ihous^ht more about it, as she learned 
it, than -they had. 

She understood the meaning of what she 
learned ; and, knowing the sense, it was 
easier to remember the words. 

This one little circumstance was enough 
to convince me, that Jane, dull and slow as 
she 'was, would, by industry and perseve- 
rance, become, a good, and well-informed 
girl. 

I have lived to see all my hopes, in regard 
to her, fully realized. 

• Jane is a blessing to all who know; her; 
for, by the various kinds of learning she has 
attained, she is enabled to be useful; thus 
she is happy. 

1 advise all my little -friends, who are not 
quick at learning, not to despair and think 
they shall never get on. 

I have seen many instances, in the course 
of my life, where industry ha& done a vast 
deal more than talent. 

Industry: accent first syllable. — Remember, § 34. — Cir- 
eumstfinre, not drettmstHmce. — Re&Hzed, not realized. — Frindu 
not f rem: sound the d. — Despair ^ noli dispair.-^ Instances ^ 
not insiiinces. — Talgnt, not taliXnt. 

7 



•74 



INTRODnCTION TO THB 



§58. 







ENUNCIATION. 








Idz 


- 


Imz 




Ivz 


e 


fields 


^ 


elms 


a 


valves 


I 


builds 


e 


helms 


e 


helves 


6 


folds 


^ 


realms - 


e 


shelves 


6 


moulds 


1 


films 





solves 




ndz 




ngz 




zmz 


a 


hands 


I 


rings 


a 


chasms 


i 


blinds 


I 


wings 


a 


spasms 


1 


winds 





songs 


1 


prisms 



I have been to walk in the fields. 

It was cool under the old elms. 

There the robin builds her nest- 

I love to hear her morning songs. 

See these new shelves in the closet. 

Here are new blinds to the windows. 

Listen to the howling winds. 

Rain-drops are prisms that form the rainbow. 

The sheep are in their warm folds. 



JVeto, not woo. — Morning', not mawnin. — Windows, not 
windOLZj nor winders. — Listen, (lissn). — Fdrm, not /awm. 



GRADUAL R£ADER. 75 

§59. 

READING LESSOPT. 
A Hymn in Prose. 

Come, let us praise God, for he is ex- 
ceeding great; let us bless God, for he is 
very good. 

He made all things; the sun to rule the 
day, the moon to shine by night. 

He made the great whale, and the ele- 
phant, and the little worm that crawleth 
on the ground. 

The littliB birds sing praises to God, when 
they warble sweetly in the green shade. 

A few years ago, and I was a little in- 
fant, and my tongue was dumb within my 
mouth. 

But now I can speak, and my tongue 
shall praise God. 

Let him command, and I will obey him. 

When I am older, I will praise him bet- 
ter; and I will never forget God, so long 
as my life remaioeth in me. 

Elepkanty not efephUnt. — C&mmAnd^ not command. — For 
git^ noi Jorglt. — ReTnainith^ not remainlth. 



76 



INTRODUCTION TO THK 



§60. 





ENUNCIATION. 






rbz 


rdz 


rlz 


& 


curbs 


birds 


curls 


e 


verbs 


wofds 


girls 


A 

a 


barbs 


yards 


snarls 


a 


garbs 


guards 


Charles 




rmz 


rnz 


rvz 


Si 


arms 


barns 


carves 


e 


germs 


churns 


curves 


e 


terms 


learns 


nerves 


g 


worms 


turns 


serves 



Curbs are used to check horses. 
Have you seen my Canary birds? 
Charles shall have a new book soon. 
He learns to read in this very well. 
That poor man turns to beg a penny. 
He lost both arms in battle. 
That stump serves him for a band. 
He w^as one of the Guards, 
He bows his head, but he utters no word^ 
Those little g-ir/^ gave him a penny. 



GRADUAL READER. 77 

§61. 

READING LESSON. 
Evil for Evil; or^ Temper improved. 

"Why, Willie! what a face! And what 
is the matter with that little thumb that 
you are hugging so closely?" 

** Naughty, naughty old puss ! " cried 
Willie, in a loud, cross voice. " You need 
not hide under the sofa, Miss Puss. 1 shall 
take my papa's long whip, and drive you 
out. You must be put in the dark closet, 
naughty puss." 

" Come here, Willie," said his mother. 
** See this curious insect, on the window." 

** O mother ! it is a wasp ! Are you 
not afraid ? " 

" No. ' If I do not hurt him, he will 
not hurt me." 

Just then the . wasp, in buzzing about, 
happened to come down on Willie's neck. 

"Stand perfectly still, my child," ,s?iid 
his mother, "^nd he will not sting you." 

JVflM^Afy, (nawty.) — Sq/a, not s6ffy.-- Windo. 

■ • 7* 



78 INTRODCCTIOJI Tti THE 

Willie obeyed, but with a very anxious 
face. 

Presently the little creature crawled from 
his neck to his sleere, and then buzzed 
away to the window again^ Willie's mother 
opened the window, and brushed him out 
with her handkerchief. 

" How glad he is to be free again ! " she 
said. " He could not find any thing; to eat 
on my Willie's shoulder." 

" He is an ugly thing ! I am glad he is 
gone," cried^ Willie. "Why did you not 
knock him down, and step on him, mamma ? 
Becky always does." 

" Does Becky do right, always ? " 

" I think not, indeed ! But she says, she 
will not let the wicked wasps come to sting 
me. And so she pnts her foot on them ; 
but sometimes she takes the tongs, and 
pin^'hes them, or puts them in the fire." 

"And my kind-hearted little boy does 
not like to see her do it, I hope." 

Presently y not presently. — Sound the d in handkerchief. — 
Jlgain^ (aggn.) — Gonty (gpn,) not ^awn. — DoeSy (dCiz.) — 
Waspsy § 62. • 



GRADXJAI' READER. 79 

*' No, mother ; . indeed I do not. But I 
thought it was right, because " 

"Because wasps have stings?" 

"Yes." 

"But you see they do no harm, if you 
let them alone.". 

"Put I might hurt one, without intend- 
ing to do it." 

" True. Once I took hold of the window 
curtain ; and a little «vasp, that happened to 
be on the other side of it, let me Know very 
quickly that he was there, by a sharp prick 
on my finger. I dropped ^he curtain, an(J 
down fell the wasp at my feet. I did not 
hurt him. A little vinegar soon made my 
finger well again." 

" But, mother, ought you not to have 
killed him, that he might not sting any 
body so again ? " 

1* If the wa^p could speak, what would 
he say to that?" 

"I don't know. What would he?" 

" Pretty well, too, Mr. Willie Rogers, if 

AUne^ not ^lone. — Intending^ § 36. — Curtain, (kfirttn.) — 
Other^ (Other :) th flat. — See " Primer,'- page 45. 



80 INTRODUCTION TO THE 

I must be killed lest you should hurt me 
accidentally." 

"Well, — I wish there were uo wasps 
in the world." 

" Pretty well, too, Mr. Willie Rogers ; I 
wish there were ho Beckies, and no Willie 
Rogerses." 

"Very fair, Mr. Wasp!" cried Willie, 
laughing, and capering about. 

" O ho ! See, niotber ; puss has come 
out from under the sofa, and is lying down 
in the sunshine. How comfortable she looks, 
stretched out on the carpet ! " 

" Look, mother ; my thumb bleeds a lit- 
tle, still, where she scratched me. See 
that little red bead." 

"Naughty, cross old puss!" said his 
mother, frowning and pouting. 

Willie looked up in her face with a 
droll smile. 

" Did I look so, mother ? Let me see 
my face in the cover of your work-box." 

"O, I can't scowl, because I am.laugh- 

^cridentally, not accidentdlly. — Pretty^ (prltty.) — Laugh* 
ingj (Lifing,) § 36. — About, not &bout. 



GRADUAL R£ADE&. HI 

ing. I can't help laughing, to think Jiow 
you loolied, making a great lip." 
" Did you think it becoming ? '' 
" O mother, — : what a funny woman you 



are 



f w 



" But why. Miss Puss, should you scratch 
a kind little boy, like my Willie?" 

Puss could not answer; so Willie spoke ^ 
for her. 

" Why, I pulled her tail, because she 
would not play with my marble ; and she 
mewed " 

"That was her way of saying, 'O, you 
hurt me, Willie.'" 

" I pulled it again, and then she turned 
round, and put her claw on my thumb, 
as quick, — O, how quick ! " 

"That was her 'way to punish you a lit- 
tle, for hurting her on purpose." 

" Now you love me again ; don't you, 
pussy?" said the little boy, lying down, and 
rubbing his cheek over her smooth fur. 

Pussy purred, and rubbed her head against 
him in return. 

Are^ (Ar,) not air. — Claw, not claioT. — Pwr/;o5c, (p^rpas.) 



INTRODUCTION TO THE 



62. 





ENUNCIATION. 






mm 


1 

iips 


sks 


a 


lamps 


gasps 


• casks 


a 


stamps 


clasps 


tasks 


i 


limps 


lisps 


risks 


6 


. romps 


wasps, 


mosques 




ifi 


Iks 


Ips 


1 


sylphs 


silks 


e whelps 


u 


gulfs 


hulks 


pulps ' 



Those tamps are made of glass. 

The} have filled those casks with water. 

The wasps have built their nest. 

Those little girls are great romps. 

There are many gulfs on the coast. 

Worms make the thread of all silks. 

Young lions are called whelps. 

That boy lisps his words sadly. 

Anna has learned all her tasks. - 

The book was fastened by clasps. 

How he stamps on the ground with his foot ! 

That dog is lame; see how he limps. \ 

The Turks call their temples mosques. 



. GRM)UAL READER. 83 

§ 63. 

I 

READING LESSON. 

"O mother, may I go -to school, 
With brother Charles, to-day? 

Tihe air is very soft and cool: 
Do, mother, say I may. 

" I heard you say, a week ago, 

That I was growing fast ; 
I want to learn to read and sew, 

Pm four years old, and past." 

"WeU, little Mary, you may go, 

If you will be quite still ; 
'Tis wrong to make a noise, you know ; 

I do not think you will. 

"Be sure and do what you are told, 
And, when the school is done. 

Of brother Charley's hand take hold, 
And he will lead you home." 

" Yes, .mother, 1 will try to be, 

O, very good, indeed; 
Pll take the book you gave to me, 

And all the letters read." 



84 



INTRODUCTION TO THE 



§64. 





X 

sts 




N* 


. ^K. 


a 


masts 


rafts 


aw 


faults 


i 


mists 


gifts • 


e 


bbits 


o 


costs 


lofts 


i 


quilts 


u 


busts 


tufts 


6 


bolts 




mts 


nts 




kts^ 


o 


prompts 


wants 


a 


acts 


e 


tempts 


tents 


a 


facts 



All ships have three masts. 
Rafts are made of logs and boards. 
We must try to be free from faults. 
It is wise to have but few wants. 
Love prompts us to obey a parent. 
Even a child is known by his acts. 
There is no good that costs not labor. 
All perfect gifts come from God. 
Pleasure often tempts us from our duty. 
The soldiers have gone into xheu' tents. 



It is a very, common error to drop the sound of £, ;(7hen it 
im preceded by a consonant, and followed by a. Thus prompts 
is miscalled prdmae ; lofts, loffs ; faults, favlae. — ^rts is mis 
ealled arks, &c. — See ** Gradual Speller," pages 86 and 88 



GRADUAL READER. B5 

§65- 

READING LESSON. 
The Way to obey. , * 

When Rollo was about five years old, his 
mother, one i^ening, took him up in her 
lap, and said, — 

''Well, Rollo; it is aboiit time for you 
to go to bed," , 

"O mamma," said Rollo, ^^must 1 go 
now ? " 

" Did you know," said his mother, " that 
it is wrong for you to say that ? " 

"Why, mother.?" said Rollo, surprised. 

" When I think it is time for you to go 
to bed, it is wrong for you to say or do any 
thing which shows that you are not willing 
to go." 

"Why, mother.?" 

" Because, that makes it more unpleasant 
for you to go, and more unpleasant for. me 
to send you. Now, whenever I think that 

Years^ not yf Qz : sound the r. — Said^ (sSd.) — Surprised^ 
not fUpprised. — Unpleasant^ not unpleasant, 

8 



INTRODUCTION TO THE 



it is time for you to go, it is my duty to 
send you, and it is your duty to go; and 
we never ought to do any thing to make 
our duty unpleasant." 

Rollo* then saicf nothing. He sat still, a 
few minutes, thinking. 

" Do you understand it?" wid his mother. 

** Yes, mother," said Rollo. 

"Suppose, now, any mother should say 
to her boy, 'Come, my boy, it is time for 
you to go to bed ; ' and the boy should say, 
' I won't go.' Would that be right, or 
wrong?" 

" O, very wrong," said Rollo. 

" Suppose he should begin to cry, and 
say he did not want to go." 

" That would be very wrong, too," said 
Rollo. 

" Suppose he should begin to beg a little, 
and say, ' I don't want to go now. I should 
think you might let me sit up a little longer,' 
What would you think of that?" 

" It would be' wrong." 

JVoMtn^^ (nathing.) — Understand^ not undQhstand: sound 
the r. — Suppose : utter the first syllable distinctly. — ** Want 
to go," not *^ wantM go/* sound eacb t distinctly. 



GRADUAL READER. 87 

• 

" Suppose he should' look up into his 
mother^s face, sorrowfully, and say, ^Must 
I go now, mother?'" 

"Wrong," said RoUo, faintly. 

" Suppose he should not say a word, 
but look cross and ill-humored, and throw 
away his plaything in a pet, and walk by 
the side of his mother, reluctantly and 
slowly. What would jou think of that?" 

" I think it would be wrong." 

" Suppose he should look pleasantly, and ^ 
say, 'Well, mother,'- and come, pleasantly, 
to take her hand, and bid the persons in 
the room good night, and walk off cheer- 
• fully." 

" That would be right," said Rollo. 

" Yes," said his mother. '' And always, 
when a child is told to do any thing, whether 
it i§ pleasant to do or noty he ought to- 
obey at once, and cheerfully." 

No child can learn well, who does not 
try to do this ; nor can such child be happy 
in school or at home, because he neglects 
his duty. - . 

Sorrowfully : ow like long o, not 0i. — Reluctantly^ not r»- 
luetXkiUly. — Sound the d in told. 



INTftOOUC^ION TO THB 



• 




§66. 






ENUNCIATION, 






rks 


rps 


rts 


A 

a 


marks 


harps 


hearts 


e 


works 


chirps 


hurts 




rst . 


rtsh 


rtsh 


e_ 


'first 


search 


birch 


e 


worst 


church 


perch 


A 

a 


parsed 


march 


parch 


6 


forced 


porch 


6 torch 



Even a child is known by his works. 

Do not make black marks on the wall. 

That bird chirps right merrily. 

This shoe hurts my foot very much. 

I shall soon he forced to take it ofT^ I fear. 

I must first untie the string. 

Now we can search for the cause. 

This is the worst shoe 1 ever wore. 

1 can march home barefooted. 

Now we are quite near the old church. 

Untie, not ontie. — Ofd, not o\e : sound the d. — Marks is 
miscalled msihks, and the r is omitted. — First is sometimes 
miscalled f^st, and worst, w\ist. 



GRADUAL READEB. 89 

§67. 

READING LESSON. 

Industry. 

There are many good things to be gotten 
out of the earth. But men must plouj^h and 
sow before they can reap, and plant before 
they can gather fruit. If they would have 
coals to burn, they must dig them ; and 
metals from the mine, they must work hard 
to get and refine them. 

There are riches in the wide sea. But 
the net must be spread ere the fishes can 
be taken. The whale must be pursued 
into the far, deep waters, to get the oil for 
our lamps, and the sperm candles, whose 
light is so pure. 

In the large cities are many buildings. 

But the stones and timber, the bricks and 

boards, the iron and glass, of which they 

» ' . are made, were procured with toil ; and the 

masons and joiners worked hard to put them 

Fruit, (froot.) — Metdh, not metdJs — Wateta, not toataz.— 
fTcrc, (wer, like her^) not ware. — Joiners, not jlndz. 

• 8* 



90 INTRODUCTION TO THE 

together, and sometimes risked their lives 
u])on high roofs and steeples. 

From foreign climes we get many things ; 
sugars from the West India islands, and teas 
from China, and silks from France. But 
ships must go forth into distant seas; and 
the poor sailor bear the storm, and climb 
the mast, in darkness, before they can be 
brought to us. 

There is much knowledge in books. But 
learned men have labored to gather an5 put 
it there ; and the paper-maker, and the 
printer, and the binder,, have worked hard 
to preserve it. The young must study to 
obtain it, and to store it in their minds. 

It is so ordered in this world, that our 
good things are gained by industry. It is 
our duty, and for our comfort, to make use 
of the powers, and improve the time, that 
God has given us. The idle are never 
happy. 

Sugars, (shQg^rz,) not skusriiz. — Distdnt, not distiXrU. — 
Storm, not stuwm : sound the r. — Darknjfss, not dahknfss. — 
BeforCy not Intfore: — Leam-ed : two syllables, when it is an 
adjective. — Paper, &c., § 34. — fForfecd, §70. — OrdSred^ 
not AwdUd, 



GRAOITAL READER. 



91 



68. 





ENUNCIATION. 








rth 


rths 




rid 


A 

a 


hearth 


hearths 




snarted 


e 


earth - 


earths 




woild , 


. e 


mirth 


mirth's 




curled 


6 


foiyth 


fourths 


A 

e 


furled 




ngz 


ngd 




iigth 


1 


wings 


winged 


e 


length 


•o 


wrongs 


wronged 


e 


strength 



Four fourths make a whole one. 

Seats are often made ef curled h^ir. 

We see but a small part of the world* 

The elephant has great strength. 

The eagle has very Jarge icings. 

I have called him for the fourth time. 

You wronged yourself by the act. 

That plank is ten feet in length. 

There is a good fire on the hearth. 

This earth is not to be our home. 

The warrior again his banner hath furled. 



Give n its ringing sound in strength. — Fourth is miscalled 
/j^ath. — Sound the d in furled. 



92 INTRODUCTION TO THE 

§69. 

READING lesson! 
Hymn in Prose. 

The rose is sweet ; but it is surrounded 
with thorns. The lily, of the valley is fra» 
grant ; but it springe th up a^jiongst the 
brambles. 

The spring is pleasant ; but it is soon 
passed. The summer is bright; but the 
winter destroyeth the beauty thereof. 

The rainbow is very glorious ; but it soon 
vanishetK away. Life is good ; but it is 
quickly swallowed up in death. 

There is a land where the roses are with- 
out thorns ; where the flowers are not mixed 
with brambles. 

In that land there is eternal spring, and 
light without any cloud 

The tree of life groweth in the midst 
thereof; rivers of pleasure are there, and 

flowers that never fade. 

.. ■ 

Thorns, not th9.wu3. — Fragrant^ not fragrdnt. — Destroy^ 
eth, not distrotfith. — Swallowed, not swaUnd : long 5. — Eterm 
ndL, not eternal. 



GRADUAL KEAD^IU 93 

Myriads of jjappy spirits are there, who 
surround the throne of God with a perpet* 
ual hymn. 

The angels, with their golden harps, sing 
praises continually; and the cherubim fly 
on wings of love. 

Thi^ country is Heaven ; it is the country 
of those that are good ; and no one that 
doeth ill must enter into that good land. 

This earth is pleasant, for it is God's 
earth ; and it is filled with many delightful 
things. 

But that country is far better. There we 
shall not grieve any more; nor be sick any 
more;e nor do wrong any more. Thiere the 
cold of winter shall not wither hs, nor the 
hents of summer scorch us. 

In that country, there are no w^rs nor 
quarrels ; but all love one another with 
dear' love. 

When our parents and friends die, and 
are laid in the cold ground, we see th^ni 

PerpetuiU, not tkl. — ^ngils^ not fknj(SiIs..^Hajr^p3, § 66.— 

Enter, § 34 Scorch, § 66. ^ Wars, not iraw* ; sound the 

r. — Parints, not parrHnts. — Friends, § 58. 



94 , INTRODUCTION TO THE 

here no. more; but therei w^ sliall embrace 
them again, and live with them, and be 
separated no more.' 

There we shall see Abraham, the called 
of God, the father of the faithful ; and Mo- 
ses, after his long wanderings in the Arabian 
desert ; and Elijah, the prophet of God ; 
and Daniel, who escaped the lions' den ; 
and there the son of Jesse, the shepherd 
king, the sweet singer of Israel. 

They lo^ed God on earth, they praised 
him on earth; but in that country they 
will praise him better, and love him more. 

There we shall see the Savior, who has 
gone before us to that happy place ; and 
there we stall behold the glory of the Most 
High. 

We cannot see him here ; but we will 
love him here. We must be now on earth ; 
but we wilt often think on he^iven. That 
happy land is our home. We are to be here 
but for a little while; and there forever, 
even for ages of eternal years. 



Prophet, not proffit. — Shephird, ' not sheppHd. — Behold^ 
not biXhhold. — Eterndl, not eternal. 



GRADUAL READER. 



95 



§70. 





^ 


ENUNCIATION. 






skt 


spt 




rkt 


& 


asked 


clasped 


A 

a 


barked 


a 


basked 


grasped 


A 

a 


marked 


i 


risked 


lisped 


g 


worked 




Ipt 


kts 




rpt 


a 


scalped 


acts 


6 


warped 


e 


helped 


sects 


A 

e 


chirped 



John asked me to go home with him. 
He worked a longtime in the cornfield. 
My dog lay and basked in the sun. 
He barked at the birds that flew by. 
The sun has warped this board. 
I asked him to take a small piece. 
He helped himself, and* took the whole. 
Such acts are very selfish. 



E 18 silent in the termination ed^ after eitlier of thQ ele- 
ments /, ,(or its eqaiyalents gh and ph^) A:, (or its equivalent 
ek,) p, *, (or its equivalent soft c*) sh, or x, (like ks,) when 
preceded hy a vowel ; and d has the sound of t. — ** Grad* 
nal Speller," page 72. 

In pronouncing such words as marked and warped, iirhere r 
precedes the elements kt and pt^ r is improperly omitted. 



96 INTRODUCTION TO THE 

' §71. 

READING LESSON. 
The neglected Lesson. 

William. O mother, I cannot get this 
lesson ; it is so very hard. The words will 
not stay in my mind a moment. 

Mother. I fear you have something in 
your mind that crowds your lesson out. 1 
cannot see any thing difficult in the lesson. 
What are yon thinking of? 

William. I was thilfking that I wished 
1 could finish getting my lesson, and go out 
to play ball with the other boys. 

Mother. 1 fear you are thinking more ol 
the play than of the lesson ; and that makes 
all the difficulty. 

William. Why should not I go out to 
play as well as those boys? I am sure I 
don't know what I have done to be kept 
in, while they are. out playing. 

Mother. You are not kept in for any 

Mother^ § 34.— Wor^5, §60 Moment, § 38— ^om« 

tkinff, § 36. 



, GRADUAL READER. 97 

thing you have done, but for what you have 
not done. 

WUlianu It is very hard to be deprived 
of play, because I could not get my lesson. 

Mother. Not because you could not, but 
because you did not. If you had studied 
your lesson when the other boys did theirs, 
you might have gone out wiih them. 

William. But, mother,- 1 did try a little 
while, at first, to get it. 

Mother. That was not enough. When 
you' hcjve any thing to do, I wish you to do 
it as well as you ca,n, and think of nothing 
else till it is done; for you cannot do tWQ 
things well at the same time. 

William. Indeed, mothel*, I wish I had 
studied better; for 1 desire very much to go 
out. I know it is my duty to study ; cyid to 
try to please my parents, who* are so very 
kind to me. 

Motlier. No lesson will be difficult, when 
the whole mind is given to it, with an earn- 
est desire to get it. 

First, (f (Vst,) not fHsU— -Enough, (enttf.) — Earnest^ not 
eamUt, — Ttoo, (too.)^LM5<m, (lessn.) 

9' 



INTRODUCTION TO THE 







§72. 












ENUNCIATION. 




' 




ngks ^ 


ngkt 




1st 


a 


thanks 


thanked | 


i 


whilst 


i 


links 


linked 




GO 


rul'st 


I 


winks 


winked 







roll'st 




nth 


nths 




dst 


e 


tenth 


tenths 




a 


hadst 


u 


month 


months 




i 


didst 



I thanked him for my new book. 
There are ten links in this chain. 
Each link is one tenth part of it. ' 
I have had this chain two months. 
Ten tenths make a whole one. 
Bidst thou see (he lightning, boy ? 
Thirty days will make one month. 
Thou hadst the book last, I think. 



In the second person singular of verbs, the termination est 
often drops the sound of the vowel e in poetry, though the 
letter is retained in the printed word. Thus roUest must 
sometimes be pronounced as if written rolVst. — " Gradual 
Speller,'* page 94. 



GRADUAL READER. 99 

§ 73. 

• READING LESSON. 

What a Child can do. 

You can see, and hear, and smell, and 
taste, and feel ; because you have senses ; 
for sight, and hearing, and smelling, and 
taste, and feeling, are senses. 

You can put things together in your mind, 
after you have seen them. You can say to 
yourself, a tree has a root ; from the root a 
stem grows ; from the stem ,or trunk the 
branches grow ; froni the branches the twigs 
grow ; from the twigs the leaves grow ; and 
a tree consists of root, stem, branches, twigs, 
and leaves. 

You know you live in a town, and the 
town is in a county, and the county is in a 
state, and the state is in a country: this is 
knowledge. 

You can speak out, in words, what you 
think in jour mind: this is speech. 

Cimsists^ \ 64. — Think^ § 18. -r ing^ § 36. 



100 INTRODUCTION TO THE 

You know what your father and mother 
mean when they speak to you : this is 
understanding. 

When you have seen or heard of any thing, 
you can keep it in your -mind : this is 
memory. 

When you have read any thing many times, 
you can bring it back to your mind, when 
you wish : this is recollection. 

You know what is good and what is bad : 
this is judgment. 

You can choose the good, and put away 
the evil from you : this is freedom. 

You can put away evils from you, more 
and more, and grow better and better, every 
day ; and this power is given you by your 
heavenly Father. 

He gives you your life, and every thing 
good, which you see, or hear, or, taste, or 
smell, or enjoy, or know. 

You cannot be too grateful to him for all 
his care, and love, and mercy. 

You cannot be too thankful to him for 



Heard, (h6rd.) — Recollection, not rnctUection. — Evils, 
(ev'lz :) i is silept. — Every, § 78. 



GRADUAL. REAI/ER. 



toi 



kiiid parents, and friends, and teachers, who 
love you and strive to do you good. . 

You cannot praise hiia too much for 
health, and all your enjoyments. And if 
you always try to put down every selfish 
feeling, and treat every one ^as you would 
wish them to treat you ; and if you will obey 
his Word, as far as you can understand it, in 
his infinite love and mercy he will take you to 
live with him, in his spiritual world, where 
all are good, and the good are always happy. 

There will be no more sorrow, and all 
tears will be wiped a^ay. 

There you will see things more beautiful 
than you ever saw in this world, and will 
meet all the good people you have ever 
, known and loved ; and there you will learn 
the delight of being always useful, like the 
angels of heaven. 

Will you not, then, improve the talents 
which God has given you? One of these 
talents is time. Will you waste it ? It be- 
longs to God and to mankind. * Render to 
all that which is due. 

• Friends, § 53. — Wiptd, § 22. — Things^ § 58. — Enjoy- 
mints, i76. 

9* 



102 



INTRODUCTION TO THE 



§74. 







ENUNCIATIO> 


L 




a 

A 

6 


rdzhd 
charged 
urged 
scourged 


rod 
, carved 
served 
curved 


e 
o 
u 


dzhd 
pledged 
lodged 
judged 


e 

A 

e 


rmd ' 
termed 
squirmed 
formed 


rnd 
learned 
turned 
warned 


a 
a 
i 


ndzhd 
changed 
ranged 
tinged 



This statue was carved out of marble. 
John was charged with drinking spirit. 
He pledged his word to do. it no more. 
Now he has turned from his old ways. 
He has warned others of their danger. / 
In this John was mainly urged by duty. 
For now he is truly a changed man. 

E is silent in final ed^ after either of the elements 6, g hard 
and sofl, Z, m, m^ r, v, or z, (^hd its equivalent flat «,) pre- 
ceded by a vowel element; and d has the 'sound of d in did, 
" Gradual Speller," page 74. 

R is often improperl y omitted, especially aller a, and ar is 
miscalled ah. 



GRADUAL READER. 103 

§75. 

READING LESSON. 

The Child and the Flowers. 

Put bj thy work, dear mother; 

Dear mother, come with me; 
For I've found, within the garden, 

The beautiful sweet-pea ; -r- 

And rows of stately hollyhocks 

Down by the garden-wall, 
AH yellow, white, and crimson, 

So- many-hued and tall ! 

And bending on their stalks,* mother. 

Are roses white and red; 
And pale-stemmed balsams, all a-blow. 

On every gard«n-bed- 



CAtZrf, 5 6. — Work^ § 12. — Garden, § 94. — Sound the d 
in and, — Dear, not deiih: sound the r. — Mother, §34. — 
Found, § 8.— Within; th hard. " Primer," page 45.— Ydtow, 
(ygllo,) not y6/Zuhj nor yS/Zttr. — Crimson, § 100. — Stalks : I 
is silent before k, but gives a the sound oi ato. — Stemmed, § 8. 
-^ Balsams, (ball'samz.) * 



104 INTROIMJCTIOK TO THE 

Put by thf work, I pray thee. 
And come oirt^ raotlier dear : 

We 4ised to buy these flowers. 
But they are growing here. « 

mother f little Anna would 

Have loved these flowers to see ; — 
Dost remember how we tried to get 
For her a pink sweet-pea? 

Dost remember how she loved 
Those rose leaves pale and sere? 

1 wish she bad but lived to see 
The lovely roses here. 

Put up thy work, dear mother. 
And wipe those tears away ; 

And come into the garden 
Before 'tis set of day. 



Used, (yOz'd.) — ijfrounng^ § 36. — Loved, (lav'd.) — Dost^ 
(dtist.) — Remember, § 34. — Fink, § 18. — Tried, § 20. — 
Leaves, § 18. — Garden^ § 94 : the e is silent : it is a commoa 
fault to call the word gardin, — Tears,, § 12. — Before^ not 
bUhfUrey nor biffdrA. 



GRADUAL BEADEE. lOo 

§ 76. 

ENUNCIATION, 
A tfi final ANT, ANTS, and ance, like a in man. 

nt ns 

a fra' grant fra' grance 

a stag nant bal ance 

e rem nant veh geance 

i dis taiu dis tance 

nt nis 

a va' grant \'df grants 



1 



in fant in fants 



* These roses are very fragrant indeed. 
Their fragrance fills the whole room. 
The water in that pool is stagnant. 
There is only a small remnant left. 
We can weigh it in a balance. 
I find the distance is not very great. 
The vagrant was sent off to prison- 
How sweet are the smiles o{ infants! 

A Jn £nal ant^ ants, and ance, unaccented, often receives 
the sound of short u; ks, disttince for distance. This error 
should be carefully avoided, by frequent exercise on this' les- 
son, and srmilar exercises in the " Gradual Speller," page* 
67 and 89. 



106 INTRODUCTION TO THK 

§ 77. 

READING LESSON. 
What is meant by a Fictitious Storyt. 

" Father, will you tell meva story?" said 
RoUo, one day. 

'"Shall it be a true story, or a fictitious 
one ? " said his father* 

" What is fictitious f '.' asked Rollo. 

"A story that is not true," 

"But it jvould be wrong for you to tell 
me any thing that was not true, would it 
not ? " said Rollo. 

"Do you think it would be certaintj 
wrong ? " 

"Yes, sir." 

" Suppose you were coming along the 
yard, and were riding on my cane, and you 
should come up to me, and say, ' Papa, 
this is my horse. See what a fioble horse 
I have got.' Would that be wrong?" 

"No, sir." 

Fietihous, (TikiiahlSt^.) — SittinfT^ § d^. — Jisked, § 70 — 
C«rtoiVy, (s^rtinly .) — Howe, § 12.— True^ (troo.) 



«rja>ual reader. 107 

** Would it be true?" 

**No,sir; it would not be a real horse," 
' *'Now, do* you know why it would be 
right, in this case, for you to say it was a 
horse, when it was not ? " 

Rollo could not tell, 

**I will tell. you," said his father, *' Be- 
cause you would not be trying to deceive 
me, I could see your horse, as you called 
him, and could see that it was nothing but 
a cane. You would not be trying to deceive 
me, and to make me think it was a real 
horse, when it was hot," 

*' No, sir,'] said Rollo, 

" If you should say any thing which is 
not strictly true, and want to make me 
think it is true, that would be very wrong. 
That would be telling a lie. So it would 
be very wrong for me to tell yoii any thing 
which is not true, and try to make you 
think it is true. But it is not wrong for 
me to make up a littfe story to amuse you, 
if I do not try to deceive you by it. 

" That would be a fictitious story," 

Diceive, not disceit^ -^ J\l'0thing, (nothing.) — Strictly:^ 
(strlktly,) not etrikly : the t should be sounded. — • AmUsAf nol 
fkmtise^ nor dmmvM. 



108 ' INTRODUCTION %> TBC 

§78. 

ENUNaATION. 

E, in ike second syllable^ like e tit her. Y, in tht 
final syllable, like } in pin. 



a 


bra^ ver y 


sla' ver y 


e 


ev er y 
lib er ty 


en er gy 
mis er y 


6 


prop er ly 


prop er ty 



A, in the final syllable, like a in man.' 

e gen^ er al sev' er al 

1 min er al lib er al 

The general commands the whole army. 
His bravery has already been tested. 
We all can fight bravely for liberty. 
We should be liberal to all who need. 
I have seen several soldiers to-day« 
They would properly be called recruits, 
■ ..it , .1 I. ■ I. 

This lesson is designed to correct the improper pronun- 
ciation of the above words. — Every is miscalled e»Vy, and 
ginSril, genriil, and ginrHl. Give c, of the second syl- 
lable, its sound as in ker^ and a, in the final syllable, the sound 
of a in man. Make three distinct syllables. See '* Gradual 
Speller," pages 119 and 117 



GUADUAU READER. 100 

§79. 

KEADING LESSON. 

The New England Boy^s Song about 
Thanksgiving Day. 

Over the fiver, and through the wood, 
To grandfather's house we go ; 

The horse knows the way, 

To carry the sleigh 
Through the white and drifted snow. 

Over the river, and through the wood, 
To grandfather's house away! 
We would not stop 
For doll or top, 
For 'tis Thanksgiving day. 

Over the river, aiid. through the wood; 
O, how the wind does blow! 
It stings the toes. 
And bites the nose. 
As over the ground we go. 

SHngs, § 58. — River, § 34. — Does, (daz.) 

.10 



1 10 INTRODUCTIQN TO THR 

Over the* river, and through the wood, 
With a clear blue winter sky; . 

The dogs do bark, 

And children hark, 
As we go jingling by. 

Over the river, and through the wood. 
To have a first-rate play ;^ 
Hear the bells ring. 
Ting a ling ding. 
Hurra for Thanksgiving day! 

Over the river, and through the wood ^ 
No matter for winds that blow, 
Or if we get 
The sleigh upset, 
Into a bank of snow. 

Over the river, and through the wood, 
Trot fast, my dapple gray! 
Spring over the ground, 
Like a hunting hound, 
For 'tis Thanksgiving day! 



Winter^ § 34. — BZuc, (blew,) not bloo. — BarA;, $ 19.- 
Jingling, § 36. — Hurr^. 



GRADUAL* DEADER. Ill 

Over the river, and through the wood, 
And straight through the barn-yard gate ; 

We seera to go 

Extremely slow, 
It is so hard to wait. 

Over the river, and through the wood; 
Old Jowler hears pur bells; 
He shakes his pow, 
With a loud bow wow. 
And thus the news he tells. 

Over the river, and through the wood, 
When grandmother sees us come. 

She will say, " O dear, 

The children are here; 
Bring a pie for every one.'' 

Over the river, and through the wood; 
Now grandmother's cap I spy! 

Hurra for the fun! 

Is the pudding done ? 
Hurra for the pumpkin pie ! 



Grandmother : sound the d. — Every^ § 78. — Tkrough^ 
(throo,) not threw. 



112 * inthoductiAn to the 

§80. 

ENUNCIATION. 

Vowel of the second syllable like e in her; ou, in final 
ous, like V in tub. 



a dan^ ger ous 
e gen er ous 
6 pros per ous 



a slan^ der ous 
1 vig or ous 
u nu mer ous 



Vowel of the second syllable hmg ; final vowel like E 
in HER. 



e reg' u lar 
6 pop u lar 



i sin' gu'lar 
a bach e lor 



It is dangerous to neglect our duty. 

He, was called a noble and generous man. 

Exercise will make us vigorous. 

The flies are already numerous. 

Observe some regular *^\diii of study. 

He would be called a singular man. 

The generous are justly popular. 

The prosperous should aid the unfortunate 

It is a common fault to call gen/trous^ genrHs ; and regular^ 
regluTf or even regliXh. Be careful to sound each syllable 
' distinctly, and to give the sound of r clearly ; it should have 
its^soft sound. *» Gradual Speller," pages 120 and 121. 

It will be well to recur to this lesson oflen. 



GRADUAL READSa. 113 

§ 81. 

READING LESSON. 
The great Creature a Balloon. 

** O Harry, Harry ! pray come here ! " 
cried Harriet to her brother, who was gath- 
ering wild flowers at a little distance, to 
make a nosegay for her: "do pray come, 
and tell me what that great thing is which 
I see in the sky." 

,HaVry ran directly to see the strange 
sight; but he laughed as he ran towards 
her, because he thought it could be nothing 
Init a clou/i. 

He had often seen clmids very oddly 
shaped ; sometimes like little boys and girls, 
sometimes like trees and houses ; for he 
was a very intelligent little boy, observed 
every thing, and liked to be told the mean- 
ing of what he saw. 

With ail his knowledge, however. Master 
Harry was very much surprised when his 

Distance^ § 76. — GdthSrimg, not githrin. — Laughed^ (Uft.) 
. Towards, (to'^rdz.) 

10 * - 



114 INTRODUCTION TO THE 

sister pointed out a great round thing 
mounting in the air, with something bang- 
.ing at the lower part of it, just like their 
papa's boat, which was kept in the boat- 
house near the river. 

" What can it be, Harriet ? " said he : 
"it makes me think of a picture in one 
of my little books, where there is a great 
monstrous bird flying, away with a poor 
lamb, 

"But look! look! — there are two men 
in that thing like a boat — O dear !-^ and 
flags!" 

"I aiii frightened," s<£id little Harriet, 
getting close to her brother, who was two 
years older than herself, 

" Suppose it were to fall down upon us, 
boat, and men, and all ; we should be killed, 
Harry." 

" But here comes old Giles : perhaps he 
can tell us what sort of a creature it is, 
which is flying away with the two poor 
men." 



Suppose, not s'pose. — Pirkaps, not pWaps. — Giles, (Jflee.) 
Gentleman, not gentleman — Learned : two syllables, when it 
ifl an adjective. 



GRADUAL READER. 



115 



They went up to .Giles, directly ; but he 
t:'Oulcl only tell them that the strange thing 
was called a balloon, and that the men in 
the boat were two gentlemen,* who had found 
out the way to make the balloon go up to 
the clouds, and even to pass through them. 

" I am but a poor laborer," added he ; 
"and, as you may suppose, not learned 
enough to be able to tell you how it is 
done ; nor would, you, perhaps, understand 
me, if I could. But your papa will explain 
it to you when you are older. 

" All that I can say is, that if my father 
had had money to put me to school, I do 
not think it would have been thrown away ; 
for I dearly love books, Master Harry ; but, 
alas! I have no time for reading. 

" I have no doubt that the two gentlemen, 
whom you see with the balloon, when they 
were little boys, spent the greatest part of 
their time in learning their lessons, and read- 
ing such books as w^re given to them ; and 
so they got on from little books to large 
books, till they grew up to be young men, 
and then they" found out this wonderful way' 
of paying a visit; to thie clouds." 



116 INTRODUCTION TO THE 

^ Who knows, Master Harrji — ^if you are 
not an idle young gentleman, but mind your 
lessons rather than spend all your time in 
play, — who knows, I say, what wonderful 
things you may one day find out?" 

Harry was much delighted at the thought 
of being a man of learning ; and, as the 
balloon was now out of sight, he ran home, 
to ask his papa a dozen questions about it ; 
and little Harriet was glad the great creature 
was gone, for she could not help bdiig 
afraid that it would fall upon her head. 



§82. . 

READING LESSON. 
Attempt to write Poetry. 

My paper is ruled very neat; 

Father 's made me an elegant pen ; 
I ait quite upright on my seat. 

And have every thing ready — what then? 

Dearly: sound the r. — RdMr^ not r\XlhiX\\^ nor rUhiXr,-^ 
Dozen, (dilzz'n,) § 98. ^ Elegant^ § 76. 



GRADUAL HEADER. 117 

1 have scratched my head several times, 
And nothing comes out of it yet ; 

For my life I can't make out the rhymes: 
Not a word cap I think of but — fret ' 

Dear mother, do help me a bit; 

Pm puzzled — no matter — here goes, 
But how the right measure to hit, — 

I have a good subject, I know-5. 

There once was a ividmv in trouble; 

She wds agedy and old^ and advanced; 
Not a word can I think of but bubble; 

And it won't do to say that she danced. 

A widow she was of great feeling ; 

Of great feeling this widow was she; 
'Twill be shocking, to speak of her squealing^ 

And how can I lug in a fea ? . 

This widow to woe was a votary — 
O mother, you laugh at her woes, 

And say I had better quit poetry, 
Until 1 know how to write prose. 

Widow^ not widd^T, § 106. — Poetry, tiot pOtry. 



118 INTRODUCTION TO THE 

§83. 

ENUNCIATION. 

Vowel of the second syllable short, and e silent in 
final BLE. . 



a 

a 


change^ a ble 
pal pa ble 
ter ri ble 


ca^ pa ble 
par a ble 
sen si ble 


e 
6 
u 


spec ta cle 
prob a ble 
du ra ble 


cred i ble 
pos si ble 
mu ta ble 



Jane wore a changeable silk. 

The evils of war are terrible to encounter. 

The report is, at least, perfectly credible. . . 

T^at was a very sensible remark. 

No doubt the thing is highly probable. 

Some people do not think it possible. 

h was, indeed, a very sad spectacle 

I ask, again, is he dapable? 

It is a great vnxd common fault to pervert the Bound of & 
' or I, in the second syllable of the words of this lesson. Ter- 
rible is miscalled terrMe ; probable., probiiAle ; spectaelf^ 
speet^de^ or specticle, and sometimes spectUdf. Go over the 
words till the pupil can utter them distinctly. — See ** Grad> 
nal Speller/' pa^es ]20 and 121. 



GRADUAL READER. 119 

§ 84. ^ 

READING LESSON. 
Little Mary is cross to-day. . 

"What is the matter, Mary? Why do 
,you throw your pretty patchwork on the 
floor, and stamp upon it so?" 

Mary's cheeks were very red. She felt 
ashamed that her mother should see her 
behave so. 

She wanted some excuse ; and she said, . 
" It is very ugly patchwork, mother ; , very 
ugly indeed. The needle is very ugly, loo. 
It pricks my fingers every minute.'' 

" The needle is not naughty, but my little 
girl is not good-natured," said her mother. 
" You push your needle in a hurry, and that 
makes it prick your finger." 

" I do not love to sew. May 1 get my 
playthings?" asked little Mary. Her mother 
told her she might get them. 

So Mary brought out her wooden lion, 
and her china lamb, and her doll, and a little 

Sew, {96.)^Jsked, § 70.-^ MatUfr, § 34. 



130 INTRODUCTION TO THE 

milkmaid with a churn. Mary twitched the 
string that made the milkmaid churn, and it 
broke. Then she could not raise her arm 
up and down any more. 

Mary began to cry quite loud. " What 
is the matter ? " asked her mother. 

"This is a v^ry ugly milkmaid," sai^I 
Mary; "she will not churn any more.'* 

" The string broke, because you pulled it 
too hard," sgiid her mother. 

Before' Mary could dry up her tears, her 
father, and her little cousins, George ^nd 
Charlotte, came in. 

When- her father asked what made her 
eyes look so red, her mother said, " Little 
Mary is cross to-day." 

" O, no, I am not cross," said Mary ; and 
she was going to cry again. But her father 
spoke to her very kindly, and though her lip 
trembled a little, because she was very much 
grieved, she did not cry loud. 

She ran to find her very little pail, full of 
pretty popping-corn, that she might show it 
to her cousins. 

TremJbUd^ § 42.— Pretty ^ (pritty.) 



GRADUAL ItRADER. 121 

Charlotte gave her 9 little swan and a 
piece of steel. The swan's mouth was made 
of magnet. Magnet loves steel, and always 
tries to go to it. 

They put the swan in a basrn of water, 
and held the steel a little way from him. 
Then the bird began, to swim toward the 
steel, because the magnet in his mouth 
wanted, to get hold of it. It made Mary 
laugh, to see the swan go round wherever 
the steel moved. 

She fastened a crumb of bread on the 
steel, and held it to him, and called, '^ Come, 
biddy, come ! '' 

The bird went after the bread, just as he 
would if he had been alive and hungry. 
Charlotte told her, that if she held it too 
near the swan, the magnet would take hold 
of the steel. ' 

George and Charlotte went into the next 
room, to play with the bow and arrow, and 
little pail of corn. 

While they were there, Mary held the 
steel too near the bird, and the magnet and 

Fastened^ (fftsnd,) § 96 : /andbothe's silent.— jJrroir, § 106 

11 



122 INTRODUCTION TO THfi 

Steel fastened together, like two pieces of 
wax. Mary screamed out. She forgot, 
that when her father looked so kindly at 
her, she did not mean to cry any more 
that day. 

Her mother came running in, to see if 
she were hurt. 

" What ! is my little daughter crying 
again ? " said she. 

" 1 did not meati to cry any more," said 
Mary; "but this swan is very ugly. He 
bit the piece of steel ! " 

" The swan is not naughty," said her 
father ; " my own Mary is not good-natured. 
Your cousin told you that the magnet and 
steel would fasten together, if you put them 
too near. You could easily have pulled it 
away,'Or you could have asked Charlotte to 
come and. take it off. Would it not have 
been much better than to scream so?" 

Mary held down her head, and said it 
would have been much better ; and she 

Fdrgdt. — Lookedy § 22. — Daughter^ (dawtfir.) — J^aughty. 
(nawty.) — Cousin^ (kOzzn,) § 98. — Told^ § 6. — ^sked, 
§ 70. — Scream^ § 56. — Held down : sound each d. 



GRADUAL READER. 123 

promised hei' father that she would try to 
be pleasant all day. 

But soon after, George came running, with 
a dead butterfly, that he found in the winr 
dow. He struck his foot against Mary's 
little pail, and spilled all the corn on the 
floq^. 

" O dear ! " said Mary, " what an iigly 
pail ! " and she began to cry again. 
. When George had picked up all the corn, 
and Mary was quiet once more, Charlotte 
asked her aunt if fehe would be so good as 
to cut out some houses, and trees, and dogs, 
from some nice white paper she held in her 
hand. 

Her aunt cut out a great .many pretty 
things for her, and made some little boats 
and cocked-up hats for Mary. After that, 
Mary's father went into the library, and her 
mother went into her own room. When she 
went away, slie said, " You must be good 
children, and be very kind to each other.- I 
hope I shall not hear my little Mary cry 
again to-day." 

PUdsant^ § 76. — Window^ not trin//Qh, nor wind^r^ § 106. 
— Com^ (§ 10,) not kttwn. — Llbrdry, not libry. 



124 INTRODUCTION TO THE 

§•85. - , 

READING LESSON. 

Little Mary is cross to-day^ (continued.) 

Mary's mother had told her, a great many 
times, never to put any thing in her 50se 
and ears. But when little girls are fretful, 
they feel very uneasy, and do not know what 
to do with themselves. Mary rolled up some 

. of the paper, and stuffed it in her ears. 
But when she had done it, she was very 
much frightened ; for her mother had often 
told her it might hurt her very much. She 
ran to • the foot of the stairs, and screamed, 
as loud as she could, "Mother ! mother ! I 
have got a cocked-up hat in my ear! " 

Her father and mother went to her, very 
quick. She called so loud, they were afraid 
she was half killed. But when they heard 

Vhat she said, they laughed very much ; and 
that made Mary cry louder. Her mother 
took the paper hat out of her eaf, and wiped 
away her tears. When Mary looked round, 

Stuffed, § 24.— 5crcaTOc</, § 8.— Wiped, § 22. 



GRADUAL. READER. 125 

she saw Charlotte sitting on herfdther's lap. 
She puckered up her lip, and looked at hei 
mother with a very grieved face. Her 
mother smiled, and shook her finger at her ; 
so she did not crj again. But her voice 
trembled very much, as she said, '* Mother, 
cousin Charlotte is sitting on my father's 
lap." 

" That is because Charlotte is a good girl, 
and does not- cry," said her father; "if my 
little daughter will be good-natured, she shall 
sit on my lap, too." Mary could not bear 
that. She loved her father very dearly ;.and 
when he was displeased. with her, it made 
her feel very unhappy. She laid her head 
in her mother's lap, and sobbed. 

"Mary is not well, I am sure," said' her 
mother. "I will ask Susan to take her up 
to the nursery. She must be very ill, to cry 
so much." 

" O, don't send me to the nursery. I am 
not ill ; but I do want to cry,'? said Mary. 

She knew it v^as naughty to do so. In 

'. J 

TrembJe.df § 42. — Ddnt. — JVhas its ringing sound in finger. 
— Because, not bCtkause. 

' 11* 



126 INTRODUCTION TO THE 

a few minutes, she wiped her face quite dry, 
and looked up very pleasantly. A gentle- 
man came in to talk .with her father and 
mother. He happened to look at one of 
Mary's picture-books ; and her Hither asked 
if he would like to take it home, and show 
it to one of his little girls. He thanked him, 
and put it in his pocket. Mary came very 
near crying again ; but she remenibered her 
father had said, she must not sit on his lap 
if she cried.* 

So she crept up softly behind his chair,, 
and, whispered,. "Father, that is my book." 

"I know it, my dear; you shall have it 
again," said her father. He sniiled at her, 
and put his hand on her little bright curls, 
and she felt very happy. 

When she saw the gentleman go away, 
with the picture-book in his pocket, she tried 
very hard to keep from crying. She* shut 
her mouth tight, and winked her eyes, and 
would not let the^tears come. When she 

Minutes^ (minits.) — Pleasantly^ not pleasHntlyy § 76. — 
Thanked, § 72. — Remimb^.rd, not rememb^d. — Blhind, noi 
b^Yihind. — Whisptrd, not whispHd. — Curls, § 60. — Winked, 
i 72.— Tears, i 12. ^ 



GRADUAL READER^ 127 

looked up, she saw that her father was very 
much pleased with her, for trying to be a 
good girl. He took her in his lap, and 
kissed her, and said, — 

"Now Mary is a good little daughter, 
because she did not cry, when she wanted 
to cry very much indeed." 

Mary said, "I will try never to cry so 
much again, dear father. My playthings 
break, and you don't love me, and I feel 
very badly myself, when I am cross*" 

. She was a better little girl afterward. If 
she began to cry, she stopped herself, and 
said, "I don't want mother to s*ay again, 
'Little Mal-y is cross to-day.'" 

Do you, my little reader, try to govern 
yourself? To cry at every little trouble is 
very unkind to those who love you, and who 
do so much for your good. Besides, the silly 
habit will prevent your enjoyment of. the 
comforts and blessings kindly bestowed, by 
our heavenly Father, on all who will partake 
of them with grateful hearts. 

Kissed^ § 16. — Stopped^ § 22. — Hearts, § 66. ' 



128 



IirrRODUCTION TO THE 







Table 


: III. 








Review 


of Consonant Combinations, 




I 


wild 


Id 


1 


bills 


Iz 


e 


elm 


Im 


e 


melt 


It 


e 

e 


help 
shelf 


If 


u 

1 


pulse 
silk 


Is 

Ik 


a 
I 


. sand 
lint 


nd 
nt 


e 
e 


pens 
dense 


nz 
ns 


6 
I 


pomp 
times 


mp 
mz 


e 
a 


tempt 
tamed 


mt 
md 


6 


orb 


Vb 


A 

a 


bard 


rd 


A 

e , 


turf 


rf 


A 

a 


dark 


rk 


e 


curf 


ri 


A 

a 


arm . 


rm 





morn 


rn 


A 

a 


harp 


rp 


e 

A 

e 


purse 
nerve 


rs 
rv 


k 

A 

a 


part 
bars 


rt 
rz 


A 

e 


mirth 


rth 


A 

a 


harsh 


rsh 


6 


robes 


bz^ 


e 


deeds 


dz 


a 
1 


bags 
cliffs 


fs 


a 
.a 


waves 
lakes 


vz 

ks 


6 
a 
6 


hopes 

act 

soft 


- Ps 
kt 
ft 


a ' 
e 

i 


bats 

wept 

tithes 


ts 

pt 

thz 


a 


cage 


dzh 


i 


rich 


tsh 



GRADUAL ItEADER. 129 

' §86. 

' READING LESSbN. 

Rising slide before or, arui the falling slide after 
it, in *a question. 

Will he come to-day, or to-m5rrow? 

Did you call Anna, or Charles? 

Shall I wear a hat, or a cap ? 

Did he go willingly, or unwillingly? . 

Did James rid^ to town, or walk? 

Did he buy a horse, or a cow? 

Did he* go on business, or for pleasure f 

Did George recite correctly, or incorrectly ? 

Was it bought for you, or for me? 

Did he speak distinctly, or indistinctly ? 

Did they act properly, or improperly ? 

Must we act according to the law, or con- 
trary to it ? 

Did he say he would do so again, or he 
would not? 

Did he say wisdom, or caution ? 

Did he say wisely, or unwisely ? 

< 

When words or claifses in a q^uestion are connected by or, 
^here an alternative is expressed, the rising slide or inflection 
■hould precede the or, and the fallincr slide come after it. 



130 intr(Jduction to the 

§ 87. • . 

READING LESSON. 

Little Children. 

Sporting through the forest wide, 
Plajiug by the water-side, 
Wanderhig o'er the heathy fells, 
Down within the woodland dells, 
^11 among the mountains wild, 
Dwelleth piany a little child. 

In the baron's hall of pride, • 
By the poor man's dull fireside, 
'Mid the mighty, 'mid the mean, 
Little children may be seen, 
Like the flowers that spring up fair. 
Bright and countless every where. 

In the far isles of the main. 
In the desert's lone domain, 
In the savage mountain glen, 
'Mong the tribes of swarthy men, 



hig, unaccented, § 36. — Wobdl&nd^ not woodJQnd. — Jtfbun- 
tainsy (mountinz,) § 108. — DesirVs^ not desCL'ts, § 66. — Isles, 
(ilz,) §6.— TrJAe*, § 18." 



GRADUAL READER. 131 

Wheresoever a foot hath gone, 
Wheresoe'er the sun hath shone 
On a league of peopled ground, 
Little children may be found. 

Blessings on them! they in me 
Move a kindly sympathy 
With their wishes, hopes, and fears, 
With their laughter and their tears, 
With their wonder so intense. 
And their small experience. 

Little children, not alone 
On the wide earth are ye known, 
'Mid its labors and its cares, 
'Mid its sufferings and its snares. 
Free from sorrow, free from strife, 
In the world of love and life. 
Where no sinful 'thing hath trod. 
In the presence of your God, 
Spotless, blameless, glorilfied. 
Little children, ye abide! 

Gone, (gdn,) not gaton. — Shone^ (shdn.) — Blessings^ § 68. 
''^ Peopled, § 46. — Wonder, \ ^.-^ Expert fnr.e, not experu 
ttnca, § 38. — Labors, (lab^rz,) not labUz. — SuJfSrings, not suff- 
lings. — World, § 68. — Presence, § 38. 



132 INTRODUCTION TO THE 

§ 88. 

READING LESSON. ' 
Rising and Falling Inflections. 

You must not say fatal, but fatal. 
You must say fatal, not fatal. 
He did not call me, but you. 
He called, me, not you. 
He did not go willingly, but unwillingly. 
He went willingly, not unwillingly. 
' You must not say wisdom, but wisdom. 
You must say wisdom, not wisdom. 
It was not done c6rrectly, but incorrectly. 
, It was done c6rrectly, not incorrectly.. 
He did not act pr6perly, but improperly. 
He acted pr6perly, not improperly. 
We must not act contcary to the law, but 

according to it. 
We must act acc5rding to the law, not c6n- 

trary to it. 

When a denial is cpntraHted with an affirmative assertion, 
the denial requires the rising inflection or slide, and the affir- 
mative assertion takes the //t/Ztn^ inflection. J^^^I^b^o^ ^^^^ 
W found a very useful exercise for drilling the voice ; and it 
will be well to revert to it oflen. 



GRADUAL READER. 139 

§ 89- 

READING LESSON. 

The Parrot. 

[In this little story, Mary and Ann, and their brother 
James, are talking together, and Poll Parrot keeps 
putting in her word, and ni^kes mischief.] 

. Mary. There is James, coming from 
school, with his bag of books slung over 
his shoulder. I will run and tell him what 
uncle Thomas has brought home for us. 

Ann. I know he will wish it had been 
a mo\ikey. He is always talking about' 
monkeys. 

Mary. Monkeys are dirty, mischievous 
creatures. I like pretty Poll as well again 
as a monkey. James ! James I make haste, 
and come here. Uncle Thomas has brought 
something for us. 

James. Is it a monkey? ^ 

Ann,. There, ijoifr ! I knew he would 
ask whether it was a monkey. 

Mischievous^ (mis^tsheyQs.) — ' Coming , talking^ { 36. — > 
Br^, (prttty.) 

12 



134 INTRODDCTION TO THE 

Mary. O brother, it is a great deal pret- 
tier than a monkey. It is a beautiful parrot, 
all green and gold, except a little tip of red 
on the tail. Come and see. 

\James follows his sister into the house. 
She offers the parrot a piece of apple. 
Poll takes it in her clatOy and eats it 
very genteelly."] 

Mary. Is she not a handsome creature, 
James? Pretty Poll! 

Parrot. Pretty PolU Pretty Poll ! 

Ann. How plain she speaks! 

James. I should like a monkey better. 
What a vain thing she is, to keep spying, 
Pretty Poll ! 

Parrot. : Pretty Poll! Pretty Poll! 

[James laughs ; the parrot laughs like him^ 
and that makes James angry.] 

James. What do you mean by mocking 
me ? 

Parrot. What do you mean by mocking 

me ? Pretty Poll ! Prfetty Poll ! '^ 

_ — . ^ — _. . 

FoUoies, not folf Hz, nor/oWflrz^ ^ 106. — Claw, notcZator.— 
Handsome, (handsQm :) sound nd, as in § 8. It is a commo* 
error to omit the sound of d afler n, when succeeded by an 
other MyllMe.^ Laughs, (l&fs,) § 22. 



GRADUAL READER. 



135 



James. You saucy thing! 

Parrot. You saucy thing! 

[James takes up an apple corCj and throws 
it at her cage.] 

Ann. Now, James, don't be angry with 
pretty Poll ; thbugh you are a little pepper- 
box! 

Parrot Little pepper-box ! 

James. What made, you say that word ? 
That ugly parrot has learned it. You know 
1 hate to be called a pepper-bo;![. 

Parrot. Pepper-box. 

James. Hold your tongue, Poll. 

[Parrot laughs.] 

Mary. Never mind, brother. Ann did 
not mean to teach it to Poll ; and roll will 
soon forget it. Poll don't know the mean- 
ing of what she says; so what's the use of 
minding her? 

James. That is true, Mary dear. You 
are a kind little soul, and always try to 
make peace. But 1 db not like Mrs. Poll 
Parrot half as well as 1 shoufd like a mon- 
key, for all her bright feathers. 

Saucy^ (sawsj,) not «&r8y. 



136 INTRODUCTION TO THE 

Parrot Pretty Poll! Pretty Poll! 

Ann. A monkey is so iigly-looking, and 
so full of mischief! 

James. Some of the small ones have 
glossy green coats, as handsome as Mrs, 
Poll's. And as for mischief, 1 guess you will 
find pretty Poll mischievous enough. But 
now I will tell you a secret, girls. You 
know to-morrow is- mother's birthday. I 
have been saving all my money, on purpose 
to buy a present for her^ But don't you say 
a word. I don't want mother to know any 
thing about it, till she sees it on her table. 

Mary and Ann. What is it ? What is it ? 

James^ A work-l)ox. 

[The girls jump and clap their hands.'] 
A work-box! What a pretty present! 

Parrot. A work-box ! What a pretty 
present ! 

James. I declare, Poll knows the secret ; 
and now she will blab But, here, you may 
just peep at the box. 

[IJe opens his bag^ and the girls call bw/,] 
O, how pretty ^ 

Purpose, (p^rpus.) — Prisint, § 38. , 



GRADUAL READER. 



137 



[Their mother enters.'] 

Mother. What is so pretty ? What have 
you there, my son ? 

Parrot. A work-box ! What a pretty 
present ! 

James. There ! I knew the mischievous 
thing would blah. 

[He throws a stick at Iter cage.] 

Parrot. Pepper-l)ox. 

[Jarnes tries to run out, and falls over a 
footstool. The parrot laughs.] 

Mother. What is the matter? Why is 
James so vexed ? 

Parrot. Pepper-box. 

[Marp goes out, and soon returns, leading 
her brother by the hand.] 

James. The fact.is, dear mother, I bought 
a present for your birthday, and wanted to 
keep it a secret till to-morrow. But that 
ugly old parrot told it all. 

Mary. She is not ugly, nor old, James. 

Parrot. Pretty Poll! Pretty Poll! 

Mother. It is a beautiful present, my 

Vexed, (yniiBt.) -^ Returns, § 60, — Beautiful, (botlfil,) not 
buUhiful. 

12* 



138 INTRODUCTION TO THE 

son ; and it makes me very happy that you 
should be so thoughtful about my birthday. 

James. Dear mother, you always think 
of something to make us happy. It would 
be strange if we did not sometimes think 
of you. I am sorry I was angry ; for I re- 
solved, a good while ago, not to be a pepper- 
box any more. O, you saucy Poll ! 

[//e laughs^ and shakes his fist at the 
cage."] 

Parrot. Pretty Poll ! Pretty Poll ! 

Mary. I am sorry you found out al)out 
the present sooner than James wanted you 
to, mother. But the parrot was n6t to 
blame. She does not know the meaning 
of what she says. 

James. That is true, dear Mary ; and I 
did wrong to call her a vain thing, for say- 
ing Pretty Poll. . * 

Parrot. Pretty Poll! Pretty Poll! 

James. O, yes ; I dare say you will have 
tjie last word. 

Parrot. O, yes. O, yes. Pretty Poll ! 

Strange^ §56. — True^ (troo :) u bas the second sound of 
•0, after r. 



CRIUDCAI. UC^ES. 



139 







TABLEi IV. 








I?6t7tett7 


of Consonant Combinations, 







blow • 


bl 


a 


table 


ti 


i 


flame 


fl 


i 


Hfle 


fl 


a 


glad 


gi 


e 


eagle 


g» 


€ 


clean . 


kl 


u 


uncle 


kl 


a 


plana 


Pl 


a 


apple 


pl 


€ 


sleep 


sl 


i 


whistle 


sl 


€ 


sphere 


sf 


e 


' needle 


dl 


1 


skin 


sk 


a 


battle 


tl 


i 


smile 


sm 


e 


evil 


v! 


o 


snow 


sn 


u 


puzzle 


zl 


i 


spin 


sp 


a 


brave 


br 


6 


stop 


St 


6 


drone 


dr 


a 


frame 


fr 


a 


grape 


^ 


e ', 


creep 


kr 


i. 


pride 


?^ 


e 


tree 


tr 


6 


throne 


thr 


i 


shrine 


shr 


a. 


scrape, 


skr 


a 


sprain 


spr 


e 


street 


str 


€ 


spleen , 


spl 


a 


chain 


tsh 



The Tables are intended for a simultaneous reviewer a 
class, or the whole school. Once -a week, if not once a aay, 
pupils should be exercised in them. It will, in time, aecure 
distinctness of articulation, and facility of utterance, so de- 
«iraJbde in every one; and will save much labor of correction. 



140 iirFROx>ucm(Hf to tbk 

§ 90- 

READING LESSON. 
The Use of Flowers. 

God might have bade the earth bring forlh 

Enough for great and small, 
The oak-tree, and the cedar-tree. 

Without a flower at all. 

We might have had enough, enough 

For every want of ours; 
For luxury, medicine, and toil, 

And yet have had no flowers* 

The ore within the mountain mine 

Requireth none to grow ; 
Nor doth it need the lotus flower. 

To make the river flow. 

The clouds might give abundant rain; 

The nightly dews might fall ; 
Attd the herb, that keepeth life In man. 

Might yet have drunk them all. 

Ctoii^ -^loond <lz, \ 18. — Abunddnt, $ 76. — Detoa; lon^ 
«, not dooz'. — Keepithy not keepltk. 



GRADUAL READER. 141 

Tlien wherefore, wherefore were they madet 

' AH djed with rainbow light, 
All fashioned with supretnest grace, 
.Upspringing day and night; — 

Springing in valleys gre^n and low. 

And on the mountains high, 
And in 'the silent wilderness, 

Whf^re no man passes by? 

Our outward life requires them not: 
Then wherefore had they birth? — 

To minister delight to man ; 
To beautify the earth; — 

To (!omfort man — to whisper hope, 

Whene'er his faith is dim ; 
For who so -careth for the flowers 

Will much more care for him! 



Were^ (w^r.) — Faghioned, (fashflnd,) §8. — Upspringing^ 
§ 36. — Silent, § 38. -^ WUd^rrUss, not tcildernUs. — OtUward^ 
(outw6rd,) not oiUw\ld, § 12 Comfort : sound the r, § 12. 

The voice should fall at the end of each of the above c[uefl- 
tiona, because asked by the word wherefore. — See " The fall- 
ing slide illustrated by questions,*' on page 51. 



142 


• 
INTRODUCTION ,TO 


THK 






- 


Table V. 








Review 


of Consonant Combinations, 




fi 


gulfs 


Ifs 


a 


lamps 


mps 


1 


silks 


Iks 


e 


desks 


sks 


& 


whelps 


Ips 


o 


wasps 


sps 


;« 


tempts 


mts 


6 


bolts 


Its 


£ 


tents ' 


BtS 


6 


coasts 


sts 


1 


gifts 


fts 


a 


facts 


kts 


« 


serfs 


rfs 


a 


marks 


rks 


&' 


harps 


rps 


a 


parts 


rts 


fi 


armed 


rmd 


e 


turned 


rnd 


i 


world 


rid 


e 


curved 


rvd 


e 


fields 


klz 


6 


realms 


Imz 


if 


shelves 


Ivz' 


- a 


hands 


ndz 


& 


songs 


BgZ 


- A 

a 


arms 


rmz 


6 


horns 


rnz 


6 


orbs 


rbz 


g 


words 


rdz 


e 


pearls 


rlz 


i 


whilst 


1st 


• e 


first 


rst 


u 


month 


ulh 


u 


months 


nths 


JL 


hadst 


jdst 


ii 


judged 


dzhd 


& 


thanks 


ngks 


\ 


winged 


ngd 


& 


canst 


nst 


e 


helped 


Ipt 


6 


warped 


rpt 


i 


lisped 


spt 


a 


marked 


rkt 


i • 


risked 


skt 



qiUDUAL REXDER. ^ 143 

§91. ^ 

, READING LESSON, 
All Things decay. 

I have seen the rose in its beauty; it 
spread its leaves to the morning isun. 
. I returned ; it was dying upon its stalk ; 
the grace of the form of it was gone ; its 
loveliness had vanished away; the leaves 
thereof were scattered on the ground, and 
no one gathered them again. 

A stately tree grew on the* plain ; its 
tranches were covered with verdure; its 
boughs spread wide, and made a goodly 
shadow. 

I returned ; the verdure was nipped by the 
east wind ; the branches were lopped away 
by the axe ; the worm had made its way intp 
the trunk, and the heart thereof was de- 
cayed. It mouldered away, and fell to the 
ground* 

I have seen the insects sporting in the 
sunshine, and darting along the stream ; 
their wings glittered with gold and purple ; 

BoughSy (bowz.) --Verdure, (v^Tdydn.y-^Jfipped, § 2^ 



(44 INTRODUCTION TO TUB 

their bodies shone like the green emerald; 
they were more numerous than I could count; 
their motions were quicker than my eye 
could glance. 

I returned ; they were brushed into the 
pool , they were perishing with the evening 
breeze ; the swallow^ had devoured them ; 
jthe pike fiad seized them ; there were none 
found of so great a multitude, 
i I have seen man in the pride of his 
strength ; his cheeks glowed with beauty ; 
)iis limbs were full of activity ; he walked^ 
he ran^ he rejoiced in that he was more ex- 
cellent than those* 

I returaed; he lay stiff and cold bn the 
bare ground ; his feet could no longer move, 
nor his hands stretchr themselves out.; his life 
was departed from him, and the breath ouf 
of his nostrils. 

Therefore do I weep, because death is in 
the world ; the spoiler is among the works ol 
God. All that is made must be destroyed ; 
all that is born must die. 



Returned, § 74.-^ Stretchy § 56. — JVom^rottf, § 80. — /»- 
«*ct», § 64.— IVor^, ^66. ' 



'GRADUAL KEADBB. 



14» 



§92. 



ENUNCIATION. 


dn 


dnz 


a garden 
a harden 


gardens 
^hardens 


> 
6 often 


fnz 
softens 


1 stiffen 


stiffens 


dnd 
a hardened 


fnd 
^ ' deafened 


i widened 


6 softened 



Those gardens belong to Anna arid Charles. 
This is my own little garden. 
We very often work in them. 
1 am almost deafened by the noise. * 

How much they have widened this street ! 
The ground hardens m the hot sun. 
But it is softened by digging. 
Much gold hath hardened his heart.' 
Death stiffens the most active limbs. 
Excess of joy or sorrow softens the heart* 

Both t and e are silent in the words often and softtn, 

\3 



146 INTRODUCTION TO THC 

§93. 

READING LE8S0N. 
All Things fade, to be reneioed. 

1 have seen the flower withering on the 
stalk, and its bright leaves spread on the 
ground. 

I looked again, and it sprung forth afresh ; 
the stem was crowned with new buds, and 
the ' sweetness thereof filled the air. 

I have seen the sun set m the west, and 
the shades of night shut in the wide hori- 
zon , gloom and darkness brooded around. 

I looked; the sun broke forth agam from 
the east, and'^gilded the mountain tops; the 
lark rose to meet him from her low nest, and 
the shado.s of darkness fled away. 

1 have set^n the insect spin itself into a 
tomb, and shroud itself in a silken cone. 

I looked again ; it had burst its tomb, and 
sailed on colored wings throygh the soft air ; 
it rejoiced in its new being. 

Thus shall it be with thee, O man, and 
so shall thy life be renewed. 



OJCUDUAL beader. 



i4r 



§94. 



ENUNCIATION. 


kn 


km 


o token 


tokens 


a hearken 


hearkens. 


pn 


pnz 


6 open 


opens 


a dagpen 


happens 


knd 


pnd 


darkened 


a happened 


quickened 


e deepened 



My child, hearken unto my words. 

Open thy heart to the law of thy God. 

Every day brings tokens of His love% 

Has sorrow darkened thy path? 

Let thy love of truth be deepened. 

Let thy zeal in His service be quickened. 

The accident happened this morning. 

The trap-door was carelessly left open. 

What happens to thee may happen to all. 

Affliction is but a token of mercy. 

Faith opens the' hedirt to receive a blessing. 



148 INTBODUCTION TO THE 



\ 



§95, 

READING LESSON.* 
The Apple-Tree. 

Let them sing of bright-red gold; 

Let them sing of silver fair; 
Sing of all that's on the earth, 

AH that's in the air; 
All that's in the sunny air, 

All that's in the sea ; 
And I'll sing a song as rare 

Of the apple-tree ! . 
The red-bloomed apple-tree; 
The red-cheeked apple-tree ; 
That's the tree for you and me. 

The ripe, rosy apple-tree! 

Learned men have learned books, 

Which they ponder day and night; 
Easier leaves than theirs I read, — 

Blossoms pink and whfte; 
Blossom-leaves all pink and white. 

Wherein 1 can see 
Charactered, as clear as light, 

The old apple-tree; 



The gold-cheeked apple-tree; 
The red-streaked apple-tree; 
AH the fruit that groweth on 
The ripe, rosy apple- tree! 

■f 

Autuinn coines, and our good man, 

Soon as harvest toil is o'er, 
Speculates on apple-crops. 
f have eyes that see the core 

Of the apple-tree ; 
The old, mossy apple-tree ; 
The young, glossy apple-tree; 
Scathed or sound, the country round, 

I know every apple-tree ! 

Winter comes, as wintiir will. 

Bringing dark days, frost and rime , 
But the apple is in vogue 

At the Christmas-time. 
At the merry Christmas-time 

Folks are full of glee ; 
Then they bring out apples prime, - 

Of the primest tree ; 
Singing, with a jolly chime. 

Of the brave old apple-tree !. 
13* . 



150 INTRODUCTIOK TO THE 







- §^ 


96. 








ENUNCIATION. ^ 






sn 


snz 




e 


les^n , 


lessons 




i 


listen 


listens 






in 


tnz 




i 


written 


kittens 




i 


brighten 


whitens 




snd 




ind 


p 


lessened 




e sweetened 


i 


glistened 




e , threatened 



Charles must not neglect his lesson. ^ 
He must listen to those who teach him. 
Lessons learned will make him wise. 
He has loritten his copy very well. 
Here comes the kitten to see his book* 
She listens to heat Charles read. 
Kittens cannot learn to read. 
Their lesson is how to catch mice. 
How the stars glistened in the. sky ! 
Love of study has lessened the task. 
Hope has often sweetened toil. 
How blessings brighten as they take their 
flight. 



r"' GRADUAL READER. 151 

§97. 

READING LESSON. • 
A Fairy Story. 

Mother. The sun is down, and it is, be- 
ginning to grow dark. Draw down the 
cartains ; stir up the .fire ; and we will chat 
a little while before }ou go to bed. 

Robert. O mother, do tell us a story* 

Mother. What shall I tell it about? , 
. Robert* O, a fairy story, mother* 

Mother. A fairy story! well. Once on 
a time there lived ten little fairies. 

Robert. Where* did they live, mother? 

Mother. They did not all live together. 
Five. of them lived in one family, and five 
in another* They were at a distance from 
each other; but they often met, and always 
found, that when they did their work to- 
gether, they did more, and did it better, 
than when they were separate, proving that 
union is strength. 

Curtains, § 108. — While: see " Gradual Primer," page 59: 
it is a common fault to omit the sound of h. — Distance, § 76. 
-^ Founds § 8.— Work, § 12. -^ Strength, §§56 and 68. 



152 INTRODUCTION TO THE 

When they worked by themselves, they 
were very awkward, and did but very lit- 
de; but .when they worked together, it was 
surprising to see how much they would do, 
without being half so much tired as they 
were by trying to work by themselves, 
though they hardly did any thing. 

Robert. What work did they do, mother*^ 

Mother. They would do all kinds of 
work that ever was done, when they were 
together; but they could neither play nor 
work well apart. You could not even spin 
your top without the help of all ten. 

Robert. O, I know what the ten fairies 
are. You mean my fingers. 

Mother. Ah, yes, litde Robert, and now 
you have guessed out my fairy story, you 
may go to bed. Good night, my son ; and 
remember, that when brothers and sisters 
agree, and try to aid each other, they can 
do more work or study, and they will be 
^happier too, in their plays. 



Worked, § 70 : be careful to sound the r. — Themselves, § 58. 
— Surprising, not siXpprising, § 36. — Kinds, § 58. — Fingers^ 
not JingiXz, § 12 : give n its ringing sotfnd. — Guessed, § 16* 





GRADUAL 


READER. 




§98, 




ENUNCIATION. 




vn 
^ seven 


vnz 
heavens 




a raven 


ravens 




zn 


znz 




e reason seasons 
ii dozen cousins 


e 
e 

e 


thn 
strengthen 
lengthen 

vnd 
leavened 
evened 


thnz 
strengthens 
lengthens 

znd 
, a blazoned 
e reasoned. 



W^ 



There are sefoen dajs in a week. 
The heavens declare the glory of God. 
He heareth the ravens when they cry. 
The seasons praise Him as they roll. 
Faith strengthens the weak heart. 
War blazoned forth its dreadful triumphs 
Twelve things will make a dozen. 
To-morrow I shall see my cousins. 
Encouragement will strengthen him. 



164 INTRODUCTION TO TH^ 

§99. 

READING LESSON. 
The Rainbow. 

"The clouds are passing swift awaj, 

And gently falls the rain ; 
The thunder's roll is distant heard ; 

The sun shines bright again. 

Please, mother, lay your work aside, 
And come and stand by me,* 

And hear the little robins sing 
Upon the great elm-tree. 

O, look, how bright the rain-drops sbme 
Upon each leaf and flower! 

The trees and grass are very green ; 
They love the cooling shower. 

And, mother, look up in the sky, 

And see that pretty bow ; . 
I am so glad to see it there ; 

How brignt its colors glow ! 

I wonder why the rainbow comes 

When it is raining fast; 
I think that I would rather wait 

Until the rain had passed." 



GRADUAL READER. 155 

" But, Anna, though the rain-drops fall, 
The sun shines verjr bright; 

The pretty- rainbow that we see 
|s formed by rain and light. 

The light shines through the drops of rain, 
And colors bright are seen — 

Indigo^ orange, yellow, red, 
Pale violet, blue, and green.^^ 

"Mother, my sister used to stand 
At this same door with me ; 

And when she saw the rainbow bright, 
How she would laugl^ with glee ! 

You say that now she lives in heaven, 

Angels of her take care, 
And teach her what is good and true ; 

But have they rainbows there?" 

"Yes, Anna, they have rainbows there, 

Of every hue and shade ; 
Far lovelier than those on earth. 

Their colors never fade." 

— . — . • 

Bright, § 20. — -Formed, § 74.— YeUote, § 106. 



156 INTRODUCTION TO THE 



• 


§ 100. 


i, ' 




ENUNCIATION. 




h 


' Ivd 


i 


in volve' 


in volved' 


g 


re solve 


re solved 


e 


re volve. 


re volved 




Idzh 


Idzhd 


i 


in dulge' 


in dulged^ 


i 


di vulge 


di vulged 




pts 


rhd 


h 


ac cepts' 


ab sorbed' 


§ 


a dapts T. 


dis turbed 



Do not indulge yourself in idleness. 
Resolve not to lose one moment. 
Cbarjes is wholly absorbed in study. 
The noise disturbed him very much. 
He easily adapts himself to the place. 
He has always been involved in debt. 
He indulged his son too much. 
Anna accepts^ with pleasure, your kind offer. 

hi the combination pts^ it is a common error to drop the 
<, and call accepts^ acceps, — Msorhed is miscalled oi^awbd. 



GRADUAI^ READER. 



157 



§101. 

READING LESSON. * 
Night. The Eye that never sleepeth. 

The glorious sun has set in the west , 
the night dews fall ; and the air, which was 
sultry, becomes cool. 

The flowers fold up their colored leaves; 
they fold themselves up, and hang their 
beads on the ^ slender stalk. 

The chickens are gathered under the hen, 
and are at rest. The hen herself is at rest 
also. 

The little birds have ceased their war- 
bling; they are asleep on the boughs, each 
one with his head behind his wing. 

There is no murmur of bees around the 
hive, nor amongst the honeyed woodbines; 
they have done their work, and Jie close in 
their waxen cells. 

The sheep pest upon their soft fleeces, 
and their loud bleating is do more heard 
amongst the hills. 

There is no sound of a number of voices, 
14 



158 INTRODUCTION TO THE 

nor of children at play, nor the trampling 
of busy feet, and of people hurrying to and 
fro. ' • 

The smith's hammer is not heard upon 
the anvil ; , nor the harsh saw of the car- 
penter. 

All men are stretched on their quiet beds ; 
and the child sleeps upon the breast of its 
mother. 

Darkness is spread over the skies, and 
darkness is upon the ground ; every eye is 
shut, and every hand is still. 

Who taketh care of all people, when 
they are sunk in sleep ; when they cannot 
defend themselves, nor see if danger ap- 
proacheth ? 

There is an eye that never sleepeth ; 
there is an eye that seeth in the dark night 
^s well as in the bright sunshine. 

When there is no light of the sun, nor 
of the moon ; when there is no lamp in the 
house, nor any little twinkling through the 
thick clouds; that eye seeth every where, 

fljr^A, § 10. — Sato: do not add the soun'd of r toit — 
Spread, § 56. — People, § 46. ~ Sunk, § 18. 



GEADUAL READER. 16ft 

in all places, and watcheth continually over 
all the families of the earth. 

The eye that sleepeth not is God's ; biS' 
band is always stretched out over us. 

He made sleep to refresh us when we 
are weary ; he made night, that we might 
sleep in quiet. 

As the mother moveth about the house 
with her finger on her lips, and stilleth 
every little noise, that her infant may not 
be disturbed ; as she .draweth the curtains 
around its bed, and shutteth out the light 
from its tender eyes ; so God draweth the 
curtains around us ; so he maketh all things 
to be hushed and still, that his large family 
may sleep in peace. 

Laboi-ers spent with toil, and young chil- 
dren, and every insect, sleep quietly; for 
God watcheth over you. 

You may sleep, for he never sleeps ; you 
may close your eyes in safety, for his eye 
is always open to protect you. 

When the darkness has passed a way, and 
the beams of the morning sun strike through 

Insect, ^ 22 : sound the t distinctlj. 



160 INTRODUCTION TO THE 

your eyelids, begin the day with praising 
God, who liath taken care of you through 
the night. 

Flowers, when you open again, spread 
your leaves, and smell sweet to his praise. 

Birds, when you awake, warble your 
thanks amongst the green boughs; sing to 
him, before you sing to your mates. 

Let his praise be in our hearts when 
we lie down ; let his praise be on our. lips 
when we are awake. 

God made all things, but he is himself 
more excellent than all which he hath made; 
they are beautiful, but he is beauty ; they 
are strong, but he is strength ; they are 
perfect, but he is perfection. 

God is in every place ; he speaks in every 
sound we hear ; he is seen in all that our 
eyes behold ; nothing, O child of reason, is 
without God ; let God, therefore, be in all 

thy thoughts. 

• 

Strike, § 56.— Open, § 94. — Bird*, § 60. — 7l'flrW«,"§ 42 

Spread, § 56. — Thanks, § 72. — Things, § 58.— Excellent, § 38. 
— Taken^ § 94. — Strong, § 56. — Reason, § 98. — Every, § 78. 
-- Behold, not bdhhold, § 6. 



• 




GRADUAL 


RfiADEK. 


161 






Table VI 








Review 


of Consonant Combinations, 




i 


fifth 


fth 


i 


fifths 


fths 


« 


length 


ngth 


A 

e 


earths 


rths 


a 


march 


rtsh 


a 


charged 


rdzhd 


a 


changed 


ndzhd 


e 


worlds 


rldz 


^ 


nerves 


rvz 


a 


spasms 


zmz 


« 


depths 


pths 


a 


gazed 


zd 


e 


curbed 


rbd 


i 


bilged 


Idzhd 


i 


hidden 


dn 


6 


solved 


1yd 


a 


gardens 


dnz 


i 


widened 


dnd 


o 


often 


fn 


6, 


softens 


fnz 


6 


oaken 


kn 


e 


deafened 


fnd 


6 


tokens 


knz 


a 


darkened 


knd 


e 


deepen 


pn 


6 


opened 


pnd 


a 


happens 


pnz 


00 


loosens 


snz 


T 


listen 


sn 


^ 


lessened 


snd 


X 


written 


tn 


e 


sweetened tnd 


i 


kittens 


tnz 


e 


heavens 


vnz 


e 


seven 


vn 


^ 


leavened 


vnd 


ii 


dozen 


zn 


e 


reasoned 


znd 


e« 


seasons 


znz 


e 


lengthens 


thnz 


« 


strengther 


i thn 


e 


lengthened, thnd 


e 


healths 


iths 


e 


precepts 


pts 




14* 









162 INTRODUCTION JO THE 

§ 102! 

HEADING LESSON. 
Happiness from charitable Industry. 

It was a winter's night ; but the fire 
blazed cheerfully in the rectory parlor. 

Four little girls were seated round a table, 
working, with their mother spinning at their 
side. 

" The hum of that wheel is quite musical 
this evening ! " exclaimed Emily, one of the 
merry little party. 

" And to me," 'said Mary, " it seems as 
if the fire burnt more brightly than usual." 

"1 \tas just going to say," cried Helen, 
**that our candles were certainly superior 
to those we had last night." 

" I suppose it is all these pleasant circum- 
stances together," interposed Lucy, "that 
makes me feel more comfortable than I ever 
before felt." - ' 

The attentive mother smiled, and, stop- 
ping her busy wheel, said, "My dear chil- 
dren, I readily believe you all feel more 



GRADUAL READER. 163 

than usuall)' happy this^ evening. But, beg- 
ging pardon of all your wise heads,' I do not 
think the excellence of the fire, the goodness 
of the candles, the charm of my huipming 
wheel, or even the united merits of all these, 
produce your present content." 
"What then, dear mother?"' 
"Your employment, my children." 
Their worthy old neighbor, Dolly, was 
too ill to work ; and they were too poor to 
give her as \nuch money as she needed > 
so they employed their leisure in making 
such articles as she could readily sell in the 
village. The things were so neatly made, 
and so cheaply rated, that old Dolly sold 
them as fast as she obtained them. 

After a short silence, the whole party as- 
sented to the truth of their mother's remark. 
* " Yes," cried they, " it is very true. Our 
employment gives a charm to all about us ; 
for we think we are doing good." 

"And thus it is, my dear children," said 
the tender mother, " that we ourselves are 
the sources of our own content, and, in 
many cases, of our own happiness." 



164 INTBODUCTION TO THE 

§103. 

ENUNCIATION. 

E and O in the unaccented syllables ern, ers, ait// 
ORS, like E in her. 

rn rn 

a Ian' tern pat' tern 

a tav ern slat tern 

e west ern leath era 

u gov ern south ern 

n ^ rz 

a fa' vors cham' bers 

e teachers preach ers 

a harbors par lors 

a ban ners man ners 

James was a pattern of obedience. 
Pupils should always obey their teachers. 
The task is to govern ourselves. 
He carried a lantern to see the way. 
Ill manners show a want of self-respect. 
Be grateful for the smallest ^t?(?r5. 
Our coast has many very good harbors. 

Lantern and govern are often miscalled lantdn and gt»h 
(i» ; parlors and rnanners are miscalled- paA/az and mahnHz 
This strong tendency to omit the r in pronunciation can be 
overcome only bj repeated recurrence to the above and nmi 
lar exercises. 



- GRADUAL READER. 165 

READING LESSON. 

TJie Revengeful Tortoise. 

A tortoise, who had all the day 
Been basking in the solar ray, 
And finding fault with every thing, 
Because he cquld not fly and sing. 
Espied a katy-did, whose track 
Led her to light upon his back. 
Mistaking it for some old stone, 
Where she desired to be alone. 

" Well ! " groaned the tortoise, " I have now 

A friend to back me, any how. 

The insolent, presumptuous things, 

They think, because they've g^uzy wings 

And croaking voices, that they can 

Make, free with any gentleman. 

Pll drown the saucy thing, I will." So 

saying, 
He plunged within the brook there straying; 
And, as he plunged, a hungry bird. 
That watched for fish, the dipping heard, 



166 INTRODUCTION TO THft- 

« 4 

And caught the tortoise in his claws, 

While far among the clouds he soars. 

The katy-did jumped on a tree, 

And went on singing merrily, 

And never even dreamt that one 

Had been disturbed i)y what she 'd done. 

When any one offends, forgive ; 
And even let a reptile live. 
Revenge is sure to harm: then try 
To pardon e^en an enemy. 



§ 105. 

READING' LESSON. 
The First Grief. 

" O, call my brother baqk to me ! 

I caqnot play alone; 
The summer comes with flower and bee;- 

Where is my brother gone ? 

The butterfly is glancing bright 

Across the sunbeam's track ; 
I care not now to chase its flight; — 

O, call my brother back ! 



GRADUAL HEADER. 167 

The flowers run wild — ^the flowers we sowed 

Around our garden tree ; 
Our vine is drooping with its load } — 

O, call him back to me ! " 

** He would not hear thy voice, fair child ! 

He may not come to thee ; 
The face that once like spring-time smiled, 

On earth no more thoii'lt see. 

A rose's brief, bright life of joy — 

Such unto him was given ; 
Go! thou must play alone, my boy! 

Thy brother is in heaven ! " 

"And has he left the birds and flowers? 

And must I call in vain? 
And through the long, long summer hours, 

Will he not come again ? 

And by the brdok, and in the glade, 
Are all our wanderings o'er?^— 

0, while my brother with me played« 
Would I had loved him more'" 



168 INTRODUCTION TO THE 

§ 106. 





ENUNCIATION. 




Ow, final, like o 


in NO. 


a 


sha'd^ ow 


tap low 


a 


nar row 


ar row 


e 


fel low 


yel low 


i 


pil low 


wil low 


i 


wid ow 


win dow 


d 


fol low 


hoi low 


6 


bor row 


mor row 



u bur row fur row 

These candles are made of tallow. 

A coward is afraid of his own shadow. 

See how high my arrow will go. 

Where did you get that piece of willow? 

How very yellow the bark is! 

Will you please to open the window? 

My dog will follow me any where. 



The termination otr, unaccented, is often mispronounced 
as if it were written uh or ur. Thus pilloio and follow aro 
miscalled pilliSLT or piUdhy and foUHr or foUiXh : yellow is mis* 
•ailed y^UfXr. The above exercise should be often repeated. 



GEADUAL READER. 169 

§107. 

READING LESSON. , 
The Old Slate. 

" I have a great mind to break this stupid 
old slate," said little Charles, one morning, 
^s he sat over bis first sum in subtraction. 

" Why, what has the poor slate done ? " 
asked the pleasant voice of his sister Helen, 
behind him. 

"Nothing; just what I complain of; it 
won't do this plaguy sum for me ; and here it 
is almost school-time ! " 

"What a wicked slate, Charles!" 

" So it is. I mean to fling it out of the 
window, and break it to pieces on the stones." 

"Will that do your sum, Charlie?" 

"No ; but if there were no slates in the 
world, I should have no good-for-nothing 
sums to do." 

"O, ho! that does not follow, by any 
means. Did slates make the science of 
arithmetic ? Would people never have to 

Window, follow, § "106. — Science, § 38. 

15 



170 INTRODUCTION TO THE 

count and calculate, if there were no slatp«i t 
You forget p6ns, lead pencils, and paper; you 
forget all |bout oral arithmetic, Charlie?" 

"Well, I don't love to cipher; that is 
all 1 know,'' 

"And so, you hasty boy, you get angry 
with the poor harmless slate, that is so con- 
venient vi^hen you make mistakes and want 
to rub them out again. 

" Now, that is the way with a great many 
thoughtless, quick-tempered people. They 
try to find fault with somebody or some- 
thing else, and get into a passion, and per- 
haps do mischief, when, if they would but 
reflect a little, it is their own dear selves 
who ought to bear the blame. 

" Now, Charlie, let me see what 1 can 
do for you.". Charlie came rather unwill- 
ingly, laid the slate in her lap, and began 
to play with the trimming on her apron, 

" Why, what is all this ?" said she; "sol- 
diers, and cats, and dogs, and houses with 
windows of* all shapes and sizes!" 

Somebddy^ not gofnebddy. — Apron^ (ftpQrn.) ' 



GRADUAL READER. 171 , 

Charlie looked foolish. ^' O, the sum is 
on the other side,'' said he, turning it over. 

" Ah, silly boy," said Helen ; *< here you 
have been sitting half an l^oyr drawing pic- 
tures, instead of trying to do your sum. 

"Now, my little man, you must go to 
work in good earnest, to make up for lost 
time." 

"O Helen, it wants only twenty min- 
utes of nine ; I can't possibly do this sum 
and • get to school by nine. I shall be late. 
What shall I do ? J- shall certainly be kept 
if it is not done. Can't you do it for me, 
just this once; Helen?" 

"No," said Helen. 

" O, do, there's a dear, good sister ; just 
this once." 

"No, Charlie; there would be no kind- 
ness in that. YoU would never learn arith- 
metic in that way." 

"Just once," still pleaded Charlie. 

"No," answered Helen, in a kind, but 
resolute tone ; " if I do it once, you will find 



Soldiers, (aQld-j^rz.) ^ Broken, § 94. — Possibly^ §33.— 
Certainly, § lOS,-^ J&at^ not j6st, § 16. « 



172 INTB0DI7CTI0N TO THE 

it harder to be refused to-morrow ; you will 
depend on me, and sit playing and drawing 
pictures, instead of ciphering. I will do a 
much kinder ^hing. I will keep you close 
at it till the job is over." 

So she put her arm gfently round him, and 
though Charlie pouted at first, and could 
hardly see through his tears, she questioned 
him about his sum, and began to show him • 
how to do it, yet letting him work it out 
himself, in such a pleasant manner, that he 
was soon ashamed of fceing sullen. 

After all this was finished, patiently and 
diligently, Charlie was surprised to find he 
would still be in good season for school. 

"Now, to-morrow, Charlie," said Helen, 
" do not waste a moment, i)ut go to your 
lesson at once, and draw your pictures after- 
wards. This will save 'time and temper; 
and you will not get into a passion with this 
clever old slate of mine. It went to school 
with me when I was a little girl,, and I 
should have been sorry if you had smashed 
it for not doing your work. Half the time 
when people ' complain, it is because they 
feel t^jat they have done wrong." 



GRADUAL READER. 173 

§ 108. 

ENUNCIATION. 

Ai tit final AiN, and i in final inejt when unaccented, 
like I in pin. ♦ 

ou foun' tain nioUn^ tain 

a cap tain plan tain 

e cer tain ' cur tain 

e ' chief tain | a bar gain 

a fam ine san guine 

a , rap ine vac cine 

e er mine* | 6 doc trine 

Here is a sniall fountain of water. 
We are now at the foot of the mountam* 
Now I am certain of finding the way. 
Be just and honest in every bargain. 
Is that the captain of the steamboat? • 
Here is a new curtain for my window. 
He is Very sanguine in his hopes. 
The crops have failed, and they fear a 
famine. 

C is equivalent to «, before e, i, and y; but it has (he 
sound of k before the other elements : thus, certain^ (sSrtin ;) 
curtain, (kertin.) — It is a common error to say c&ptdne^ in- 
stead ofcdptin; and sanguine^ instead of sanguln, 

15* 



174 INTRODUCTION TO THE 

§ 109. 

READING LESSON. 
Too lazy for any Thing. 

" It's royal fun," cried lazy Ned, 
" To coast upon my fine, new sled, 

And beat the other boys ; -— 
But, then, I cannot bear to climb 
.The plaguy hill, for every time 

It more and more annoys ! " 

So, while his schoolmates glided by, 
And gladly tugged up hill, to try 
. Another merry race. 
Too indolent to share their plays, 
Ned was compelled to stand and* gaze, 
While shivering in his place. 

Thus he would never take the pains 
To seek the prize that labor gains. 

Until the time had passed; 
. For, all his life, he dreaded still 
The silly bugbear of up hilly 

And died a dunce at last. 



GRADUAL READER* . 175 



§ 110. 

ENUNCLA.TION. 
£^ in fined ess, unaccented^ like, e in less. 

i mild'- ness kind' ness 

' 6 bold ness close ness 

a dark ness sharp ness 

a damp ness mad ness 

i ill ness sick ness 

a shape less faith less 

e heed less sleep less 

^ end less sense less 

a art less heart less 

6 con gress prog ress 

There was mildness in his mien* 

There was true kindness in his manners. ' 

Darkness was upon the face of the deep. 

He must have had a sleepless night. 

He has recovered from his sickness. 

Be not heartless^ but be artless. 

Charles has made some progress in study. 

Ej in essy \b often pronounced as if it were short i. Thus 
mistress is miscalled mistrlss; heedless, heedliss, and congress^ 
€tmgrUs, 



176, INTRODUCTION TO THJB 

§ 111. 

7%e Parenthesis. ( ) 

When a word, or clause, or sentence, is 
.incidentally or abruptly introduced into a 
sentence to explain it, or some part of it, 
the word or words so introduced are en- 
closed by* crotchets. 

The enclosed part is called a paren- 
thesis. 

The words of a parenthesis should be 
read more rapidly than the including sen- 
tence, and generally in a monotone. 

Charles must read a parenthesis with a 
lower and softer voice, showing the hearer 
that the words have no grammatical rela- 
tion to the rest of the sentence, but are 
introduced merely by way of explanation : 
thus; 

** Know, then, this truth, (enough for man to know,} 
Virtue alone is happiness below." 

Writers sometimes use two dashes to en- 
close a parenthesis : thus ; • 

"He gained from Heaven — 'twas all he wished — 
a friend." 



O&ADUAI. RCADER. 177 

§ 112. 

READING LESSON. 
Forgiveness 

A very little child, one day, 

Too young to know the harm it did, 
Trampled, with his small, naked foot. 

The place in which a violet hid. 

The violet sighed its life away. 

Embalming, with its last, faint breath, 

The little foot that thus, in play. 

Had put its soft, blue flower to death. 

Ah ! was it not a tender flower, 
To lavish all the wealth it had, 

fts fragrance, in its dying hour, 

Mild, meek, forgiving,. mute, though sad ? 

My little child, the lesson learn : 
Be thou the violet ; love thou so ; 

Retort no wrong; but nobly turn. 
And with thy heart's wealth bless thy foe. 



178 INTRODUCTION TO THE GRADUAL READEK. 

§ 113. 

Manuscript Letters. 

A BC DEFGH IJ KL M 
a 4 c a e 4 a n i i K / m 

NOP <iR STUVW X Y Z 
1, c^ 



One. Two. Three. Four. Five. Six. Seven. Eight. Nine. Cipher 

123 45678 9 

Much of the tediousness, arising from the long confinement 
of young children in a crowded school-room, may be relieved 
bj allowing them a slate and pencil to fill up the unoccupied 
hours. They would not be so weary and restless if they had 
fult employment. The above lesson is inserted for them to 
copy. It will also teach them to read written letters. Bat 
let them copy any thing, or draw any thing upon their slatea, 
rather than be compelled to sit still in idleness. 



Tower^'s Series of Sehool Books, 

PUBLISHED BT 

PAINE AND BURGESS, 
NEW YORK. 

ORADUALi PBIMER. 

Thk merita of this book consist, Ist, in anmiing UtUn by theft 
reaemblaneea. 2d. In giving only a/eio letters of the alphabet, before 
words are given composed solely of those few letters. 3d. In giving 
only one vowel in a lesson, with words which contain the ruune^-souiM 
of that vowel. This is a new and peculiar method of teaching the 
alphabet 4th. In considering the several powers of each vowel in a 
separate lesson, with easy words, and short, plain sentences, to illoa- 
trate ecich individual power or sound; thus teaching otdy one thing at 
a time. dth. The diphthongs, or combined vowels, are taueht in the 
same manner* 6th. Each consonant element is then considered by 
itself, in a separate lesson, with easy words and sentences for exer- 
cise on its particalar sound. 7th. Particular and specific directions 
sjKffor the first time, given to teacheTs, for uttering each elementary 
sound in the language. 8th. Mora general direcHon^ or suggeHions 
are also given for teachers. 

Tables, peculiar to this Series alone, are inserted for daily pradUt 
of classes simultaneously in all the simple elementary sounds. 

These are the prominent features of this Primer, and are peculiar 
to it alone. The teacher, as well as the pupil, will, from its use, liij 
the foundation of a distinct articulation, and be saved from much ek 
pense of time and labor in urdeaming. This is " the right step taken 
in the right place.'' 

ORADUAX READER. 

This book contains, 1st, such a selection of reading matter as will 
interest as well as instruct the learner, progressively suited to hk 
capacity. 2d. A complete and original system of articulationf con* 
■isting of exercises upon every vowel and consonant elementf and 

rn every vowel and consonant combiiuaion, in the language, even 
most difficult. This was the first ever published, and is the ocly 
complete system. Sd. Tables for simultaneous practice, by a whole 
echool, on all the elementary sounds and their combinations. Since 
the publication of these Exercises, in 1841, the subject of articnlm- 
tion has received much attention^ and they are said to have done 
more, for both teacher and pupil, in making good readers, than any 
other book. The Gradual Header was prepared, as stated in the 



180 tower's series or schoql books. 

Preface, on the plan of Uadiing^ only one thing at a Hme — a plan p»- 
coliar to this book, unless copied by others. The Es^ercUea are kept 
aeparate from the Reading LeeeoM^ that the whole school, at once, may 
be daily drilled in some portion of them previous to reading ; then 
the pupil's attention will not be continually called from the sentiment 
and expression of a piece, by constant mterruption, to correct hia 
articulation. The exercises in this book are full, to supply any de- 
ficiency in the elementary instruction of advanced pupiia. Recom- 
mended by the most distinguished teachers, public and private. 
Used in the* " State Normal Schools,'' and even in High Schools 
and Academies, for its invaluable system of Exercises in Musculation. 
(See printed notices of tlie book and system.) , 

These books, with the "Introduction," furnish complete and 
thorough instruction in articulation, the groundwork of ali good 
reading. They will be immediately followed by TWO more VC&KD 
EKS, each being a distinct step, as essential to good reading as its 
basis, distinct utterance, — furnishing a compkU and sysfcmotec sertes 
for schools. 



This book is the first attempt to arrange words, in separate classes, 
by the eonaonaat eombinationx ; thus aiding the memory on the prin- 
ciple of association. It is free from the timmecming cute which dis- 
fi^re most books of the kind, and furnish a gratuitous supply of play« 
things to distract the attention. It is not cumbered with reading 
lessons, useless, because out of place. It contains an exercise on 
each amtonant element, as well as each vowel element. It gives, 
also, an exercise on each consonant con^rination separately. No 
other spelling-book does. It gives the sound of each wnoel in every 
word ; without which, any spelling-book would be worse than useless 
in a school. The sounds of the voweU are indicated by a neib meth- 
^ so timple, that any child can readily master and use it The same 
notation answers for the diphthongs, which is- an advantage over any 
other ^1^. As each element, and each combination, is considered 
in a nparate exercise, the book is a great collateral aid to orttctilotion. 
while it gives the correct pronundM^tn in connection with teaching 
Ihe orthography of the language. 



I1VTEI.I.ECTUAI. AliOEBRA. 

This is on a new and original plan, and is the first attempt to sim- 
plifjr and illustrate this science, so that it ma^r be tanght ordUy. As 
a discipline of the mind, in teaching the pupil to tktnk and reoMon, 
algebra is preeminent; and this work places it in the power of 
TDunger classes to be benefited by such mental exercise. Where it 
nas Men used, it has more than answered the high expectations <^ 
teachers. It can be very profitably studied^ in connection with writ- 
ten arithmetic. This Algebra has received 'the commendation <^ the 
noet prominent educators of the day, and has already been exten* 
Myely adopted : a few of their notices may be found printed in it 



i 



POPUlAfi SCHOOL i 

noufitEO St 
CADV if BURGKSS. (JO JOHN «TREEr. 



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