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Page 1
It is thought that the following special features of this book will
commend themselves to Teachers and School Officers.
_The reading matter of the book is more of a descriptive than
conversational style_, as it is presumed that the pupil, after having
finished the previous books of the series, will have formed the habit of
easy intonation and distinct articulation.
_The interesting character of the selections_, so unlike the reading
books of former times.
_The large amount of information_ which has been combined with incidents
of an interesting nature, to insure the pupil's earnest and thoughtful
attention.
_The length of the selections for reading_,--the attention of pupils
being held more readily by long selections than by short ones, though of
equal interest.
_The gradation of the lessons_, which has been systematically maintained
by keeping a careful record of all new words as fast as they appeared,
and using only such pieces as contained a limited number.
_The simplicity of the lessons_, which becomes absolutely necessary in
the schools of to-day, owing to the short school life of the pupil, his
immature age, and inability to comprehend pieces of a metaphysical or
highly poetical nature.
_The ease with which pupils may pass from the Third Reader of this
series to this book_, thereby avoiding the necessity of supplementary
reading before commencing the Fourth Reader, or of using a book of
another series much lower in grade.
_Language Lessons_, of a nature to secure intelligent observation, and
lead the pupil to habits of thought and reflection. Nothing being done
for the learner that he could do for himself.
_Directions for Reading_, which accompany the lessons--specific in their
treatment and not of that general character which young teachers and
pupils are unable to apply.
_All new words of special difficulty, at the heads of the lessons_,
having their syllabication, accent, and pronunciation indicated
according to Webster. Other new words are placed in a vocabulary at the
close of the book.
_The type of this book, like that of the previous books of the series,
is much larger than that generally used_, for a single reason. Parents,
every-where, are complaining that the eye-sight of their children is
being ruined by reading from small, condensed type. It is confidently
expected that this large, clear style will obviate such unfortunate
results.
_The illustrations have been prepared regardless of expense_, and will
commend themselves to every person of taste and refinement.
CONTENTS
LESSONS IN PROSE.
1.--"I'M GOING TO" (Part I) _Charlotte Daly_.
2.--"I'M GOING TO" (Part II) _Charlotte Daly_.
3.--THE BEAN AND THE STONE
5.--AN ADVENTURE WITH DUSKY WOLVES (I) _Mayne Reid_.
6.--AN ADVENTURE WITH DUSKY WOLVES (II) _Mayne Reid_.
7.--THE SAILOR CAT _David Ker_.
9.--THE LION
10.--ADVENTURE WITH A LION _Livingstone_.
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