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OR, FOURTH READING BOOK,
CONTAINING A SELECTION OF
INTERESTING, HISTORICAL, MORAL, AND INSTRUCTIVE
READING LIESS ONS
IN P Ros E A N D PO ETR Y,

FROM HIGHLY ESTEEMED
AMERICAN AND ENGLISH WRITERS;

in Which

All the words in the first Reading Lesson, not contained in any Reading Lesson in the
three Juvenile Readers, and all new words in each subsequent Reading Lesson,
throughout the Book, are placed before it, with the division, pronunciation,
accentuation, both primary and secondary accent, and definition noted,
and the part of speech designated.

DESIGNED
FOR THE USE OF HIGHER CLASSES IN SCHOOLS AND ACADEMIES;
And to impress the minds of youth with sentiments of Virtue and Religion.

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Containing a Class of Words of Variable Orthography and Words of Variable
Pronunciation, and Quotations from other Languages.

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Author of the First Book, Juvenile Readers, Nos. 1, 2, and 3, to the
Juvenile Readers, North American Reader, Expositor, School Diction-
ary, New Spelling Book, in Sir Parts, Explanatory Arithmetic,
Nos. 1 and 2, Ciphering Book, Nos. I and 2, &c., &c

NEW YORK: . . . . . .........
CALEB BARTLETT, 225 #3.A.R.L. STREET.: .
1845. o * -

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- Entered, according to Act of Congress, in the year 1843, by CALER BARTtott, in the Clerk's Office of the District Court for the Southern

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THE favor shown by the public to the “New Juvenile Readers,” has encouraged the author to hope, that the Sequel to them will meet with the same favorable reception. In forming this compilation, the object has been to preserve the same chasteness in the pieces selected, and to observe the same attention to the morals of youth as in the “New Juvenile Readers.” o Preface to “New Juvenile Readers.”] The materials have been taken from the most admired and elegant writers; and, the pieces generally contain a greater variety of style and composition. It is presumed, therefore, that this work will form a proper “Sequel to the Juvenile Readers;” and, that it will be well calculated to allure the tender mind to the love of knowledge, and to the practice of virtue and religion; to inform the understanding, and please the imagination; to warm the opening bosom with social and benevolent affections; to inculcate the several duties and principles of morality; and, thereby to improve, both in private families and in Schools, the higher class of young readers. It is well known, that the influence of school exercises, in the formation of young minds, is very great; and, perhaps, that influence does not operate with more force in any department of education than through the medium of lessons for exercise in reading. Chastity of thought, and purity of diction, have, therefore, been objects of the author's peculiar attention. The author has great confidence in the favorable reception of this work, from the circumstance that it will present to the American youth, a selection of pieces, a large rtion of which is from American writers. The English Reader, the book most generally in use in the schools of this country, does not contain a single piece written by 1 *

an American ; and, pride for the literary reputation of our own country, should, it would seem, dictate to us the propriety of inserting in the books to be used in our public and primary schools, specimens of our own literature. And again; should the children of the United States, this great nation, be compelled to read, year after year, none but the writings and speeches of men, whose views and feelings are in direct opposition to our institutions and our government 7 In this Series of Reading-Books, all the new words contained in each Reading Lesson, are placed at the head of the Lesson, divided, pronounced, accented, and defined, with the part of speech designated. Thus, all the words in Reading Lesson I, New Juvenile Reader, No. I, are formed into a Spelling Lesson, and placed at the head of the Lesson. Then, all the words in Reading Lesson II, not in Reading Lesson I, are formed into a Spelling Lesson, and placed at the head of Reading Lesson II, and so throughout the five Reading-Books, viz.—New Juvenile Reader, Nos. I, II, and III, Sequel to the Juvenile Readers, and North American Reader. The scholar will thus have an opportunity to become acquainted with the spelling, pronunciation, accentuation, and definition of all the words in each Reading Lesson before he reads them; or, if already acquainted with their orthography and pronunciation, he can go over these as a kind of review, while learning the definitions of the words. When a word has more than one distinct definition, that one applicable to its first use in the Reading Lesson is given in Italic. The importance of definitions in elementary Reading-Books will be fully appreciated when we reflect that a great many words, in common use, have two, three, or even four dif. ferent spellings while the pronunciation is the same; as, vane, vain, vein ; pare, pair, pear; rite, right, write, wright; slay, slaie, sley, sleigh, &c, &c., none of which can be learned except their pronunciation and definition be associated; no distinction being made to the ear, but only to the eye on paper. The same may be said of the words differently accented when a different part of speech. Again; no scholar should read any lesson without first becoming acquainted with the meaning of avery word of

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