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should select from day to day such passages as they may deem most suitable. An attempt has therefore been made at a classification on a simple and natural principle. It has not, however, been found easy to decide under which head certain pieces should most appropriately be ranged, partaking, as many of them do, of the characteristics of more than one class.

While a large proportion of the specimens now selected have not previously appeared in any class-book, it will nevertheless be seen that many old favourites have been retained in their place of honour. Some of these may be objected to as hackneyed; but it must be remembered that though familiar to us, they are fresh to the rising generation; and that if they delighted our youthful fancies, they will be no less successful in captivating the minds of our children.

Example is in all things, proverbially, more powerful than precept; and this is especially true in training to a correct and tasteful style of reading. The voice of the teacher and the ear of the pupil are the two great instruments by means of which the desired result must be accomplished:-for the young, rules are comparatively valueless. It has therefore been decided not to cumber this volume with any system of rhetorical canons. Those teachers who seek such aid may find it in Vandenhoff's, Bell's, or Chambers' Principles of Elocution.

In conclusion, the Editor begs to return his best thanks to the various Publishers who have given him permission to insert in this Work those extracts which are copyright.

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