Obscurity, not unfavourable to, 34. In being corrupted, ibid. · The test of, re
buildings, 35. Heroism, ibid. Great ferred to the concurring voice of the pol
virtue, 36. Whether there is any one ished part of mankind, 25. Distinguish.
iundamental quality in the sources of ed from genius, 29. The sources of
sublime, ibid.

pleasure in, 30. The powers of, enlarge
Sublimity in writing, 310. Errors in Lon the sphere of our pleasures, 31. Imi

ginus pointed out, ibid. The most an. tations as a source of pleasure, 55. Mu
cient writers afford the most striking in- sic, ibid.

To what class the pleasures
stances of sublimity, 311. Sublime re- received from eloquence, poetry, and
presentation of the Deity in Psalm xviii. fine writing, are to be referred, 56.
39. And in the prophet Habakkuk, 40. Telemachus. See Fenelon.
!n Moses and Isaiah, ibid. Instances o? Temple, Sir William, observations of his
sublimity in Homer, ibid. In Ossian,

style, 106. Specimens, 113, 120, 122,
42. Amplification injurions to sublimi- 125, 139. His general character as a
ty, ibid. Rhyme in English verse unfa- writer, 208.
vourable to, 43. Strength essential to Terence, beautiful instance of simplicity
sublime writing, 44.

A proper choice

from, 209. His character as a dramatic
of circumstances essential to sublime writer, 638.
description, 45. Strictures on Virgil's Terminations of words, the variation of,
description of Mount Etna, 46. The in the Greek and Latin languages, fa
proper sources of the sublime, 47. Sub- vourable to the liberty of transposition,
limity consists in the thought, not in the 70.
words, 48. The faults opposed to the Theocritus, the earliest known writer of
sublime, ibid.

pastorals, 434. His talents in painting
Sully, Duke de, character of his memoirs, rurai scenery, 435. Character of his
408.

pastorals, 439.
Superstition, sublime representation of its Thomson, fine passage from, where he

dominion over mankind, from Lucretius, animates all nature, 176. Character of
34, note.

his Seasons, 453. His eulogium by Dr
Swift, observations on his style, 104, 111, Johnson, ibid, note.

120, 131, 142. General character of his Thuanus, his character as an historian, 398.
style, 202. Critical examination of th: Trucydides, his character as an historian,
beginning of his proposals for correct- 396. Was the first who introduced ora.
ing, &c. the English tongue, 250. Con- tions in historical narration, 405.
cluding observations, 259. His lan. Tillolson, Archbishop, observations on his
guage, 383.

Character of his epistola. style, 106, 118, 139, 161. General cha-
ry writing, 416.

racter of as a writer, 208.
Syllables, English, cannot be exactly mea. Tones, the due management of, in public

sured by metrical feet, as those of Greek speaking, 373.
and Latin, 139.

Topics, among the ancient rhetoricians,
Synecdoche, in figurative style, explained, explained, 353.
157.

Tragedy, how distinguished from comedy,
Synonymous words, observations on, 108. 506. More particular definition of, 507.
T.

Subject and conduct of, 508. Rise and
Tacitus, character of his style, 197. His progress of, 509. The three dramatic

character as an historian, 402. His hap- unities, 511. Division of the represen-
py marner of introducing incidental ob- tation into acts, 513. The catastrophe,
servations, ibid. Instance of his success- 614. Why the sorrow excited by tra.
ful talent in historical painting, 406 gedy communicates p'easures, ibid.
His defects as a writer, 408.

Proper iden of scenes, and how to be
Tasso, a passage from his Gierusalemme conducted,516. Characters,520. High-

distinguished by the harmony of num. er degrees of morality inculcated by mo-
bers, 145. Strained sentiments in his dern than by ancient tragedy, 521. Too
pastorals, 443. Character of his Amia. great use made of the passion of love
ta, 487. Critical examination of his on the modern stages, ibid. All trage-
poem, 496.

dies expected to be pathetic, 522. The
Taste, true, the uses of in common life, 14. proper use of moral reflections in 524.

Dennition of, 16. Is more or less com-* The proper style and versification, 525.
mon to all men, 17. Is an improvable Brief view of the Greek stage, 526.
faculty, 18. How to be refined, 19. Is French tragedy, 528. English tragedy,
assisted by reason,

19 A good heart 530. Concluding observations, 632.
requisite to a just taste, 20. Delicacy Tropes, a definition of, 148. Origin of, 150
and correctness the characters of perfect The rhetorical distinctions among frivo
taste, ibid. Whether there be any stan. louis, 156.
dard of taste, 22. The diversity of, in Turnus, the character of, not favourably
differeni men, po evidence of their tastes treated in the Æneid, 491.

Turpin, archbishop of Rheims, a romance Voltaire, his character as an historian, 40us
writer, 419.

Critical examination of his Heprinac,
Typographical figures of speech, what, 189. 602. His argument for the use of rlıyme
V.

iu dramatic composition, 625. His che
Vanburgh, his character as a dramatic racter as a tragic poet, 629.
writer, 542.

Vossius, Joanues Gerardus, charaster o
Verbs, their nature and office explained, his writings on eloquence, 385.
89. No sentence complete without a

W.
serb, expressed cr implied, 90. The Waller, the first English poet who brouge.
tenses, ibid. The advantage of English couplets into vogue, 432.
over the Latin, in the variety of tenses, Wit, is to be very sparingly used at th:
91. Active and passive, ibid. Are the bar, 304.
most artificial and complex of all the Words, obsolete, and new coined, incon.
parts of speech, 92.

gruous with purity of style, 103. Bad
Verse, blank, more favourable to sublimity consequences of their being ill chosen,

than rhyme, 43. Instructions for the 104. Observations yn those termed sy
reading of, 371. Construction of, 431.

nonymous, 108. Considered with refer
Virgil, instances of sublimity in, 33, 45, ence to sound, 134.

46. Of harmony, 145, 146. Simplicity Words, and things, instances of the ana-
of language, 143. Figurative language, logy between, 61.
257, 174, 179. Specimens of his pasto- Writers of genius, why they have been
ral descriptions, 435, note, 438. Charac- more numerons in one age than another,
ler of his pastorals, 439. His Georgics, 387. Four happy ages of, pointed oun,
a perfect model of didactic poetry, 447. 388.
Beautiful descriptions in his Æneid, 456. Writing, two kinds of, distinguished, 72
Critical examination of that poem, 489. Pictures, the first essay in, ibid. Hiero-
Compared with Homer, 491.

glyphic, the second, 73. Chinese cha-
Virtue, high degrees of, a source of the

racters, 74.

Arithmetical figures, 76.
sublime, 36. A necessary ingredient to The considerations which led to the in-
form an eloquent orator, 378.

vention of an alphabet, ibid. Cadmus's
Vision, the figure of speech so termed, in alphabet the origin of that now used, 76.
what it consists, 190.

Historical account of the materials used
Onilies, dramatic, the advantages of ad. to receive writing, 77. General remarks,

hering to, 511. Why the moderns are ibid. See Grammar.
iess restricted to the unities of time and

Y.
place than the ancicnts, 518.

Young, Dr. his poetical character, 167
Voice, the powers of, to be studied in pub. Too fond of antithesis, 188. The meri:
lic speaking, 366.

of his works examined, 451. His cha
Voiture, character of his epistolary wri- racter as a tragic poet, 682.

tings, 416.

THE END

INFANT AND PRIMARY

SCHOOL SERIES.

IN THREE VOLUMES.

Kay's INFANT AND PRIMARY School READER AND DEFINER, No. 1, contains no word of more than TUREE LETTERS, and comprises all the words of Two and Three Letters in the English language.

Every Syllable which occurs in it, or the Two next Volumes, is a Complete Word. The Lessons are strictly, and by very gradual steps, Progressive.

Each single OBJECT occurring in the Lessons is represented by a large and handsome ENGRAVING - upwards of 100 in number.

All the Words are collected in Spelling Coluinns, and are classed under their vowel sounds according to Wa'ker's Standard - the name-sounds first; so as to teach the child a correct Pronunciation in connexion with Orthography:

Initiatory MODELS FOR DRAWING, on the Slate or Paper, are also furnished, to form a taste for Design, and to amuse and occupy the time of the child in the intervals of his Lessons.

The Author recommends, as a great economy in time and a delightful method of instruction, that the child should be taught to read as far as the 29th page of the book, before he is made acquainted with the letters, or rather the names of the letters, of the alphabet. This, however, is left to the discretion of the instructor: the book is suited to either method of tuition.

Kay's INFANT AND PRIMARY SCHOOL READER AND DEFINER, No. 2, comprises Lessons in Prose and Poetry in words of ONE SYLLABLE only, from the easiest to the most difficult; with numerous Engravings carefully adapted to the Text.

The LESSONS IN DRAWING are carried on by numerous progressive Models.

In the Spelling Department the words to be spelled are MONOSYLLABLES, accompanied by Definitions also in words of ONE SYLLABLE; and the Pronunciation conforms to Walker, and makes use of his Notation.

EXERCISES IN WRITING are also given, to be copied on the Slate, initiatory to a more systematic study of the art. Besides which, all the words of the Spelling Lessons are repeated in the margin in the writing character; the copying of which will ground the Orthography in the mind of the child, and show him its practical value. He thereby will also be taught to read manuscript.

Kay's INFANT AND PRIMARY SCHOOL READER AND DEFINER, No. 3, consists of Lessons in Prose and Poetry in words of not more than Two SYLLABLES from the easiest to the most difficult; with nume us Pictorial Embellishments.

The Lessons in Drawing are completed, by numerous Progressive Models. The Spelling, Defining and Pronouncing pages consist, and thus constitute a Dictionary, of the words which occur in the preceding Reading Lessons; the Definitions of which are given also in DissYLLABLES.

Here the Series closes; as the Author conceives that the Pupil who has thoroughly studied these little volumes will readily master any book which a sound discretion would subsequently place in his hands.

To those who seek to encouraye a familiarity with the Anglo-Saxon portion of our language, these books will be a desideratum; as, with rare exceptions, all the words which have been used in them are Saxon in their derivation, and constitute therefore the staple of that noble language which is destined to be the mother tongue of by far the greater part of this vast continent.

These volumes are remarkable for beauty and strength of Binding and Paper; elegance, plainness and largeness of Typography; and frequency and appropriateness of Embellishments - in all 400 in number.

Teachers and Parents are invited to examine them; and are recommended to peruse the Prefaces, for a detailed statement of their peouliar features.

Kay's Infant and Primary School Readers and Definers.

Excerpts from Notices by the Press. We fearlessly commend these books We do not see how it is possible to preto the notice of Parents, Teachers, School pare a more admirable system for the pur. Directors, and all interested in the subject pose intended. It appears to have been of Primary Education. Amer. Sentinel. compiled by a master hand.-Sat. Courier.

We would call the especial attention of This Series is beautifully executed .... Parents and Teachers of young children to .... So various and comprehensive a hese books. — Natiopal Gazette.

series, and one so cleverly got up, We pronounce the plan good, and the before made its appearance. -Messenger. xecution excellent.-U. S. Gazette.

The arrangement is simple, natural and Mr J. ORVILLE TAYLOR, of New York, efficient, and the first volume suited to the so well known as the zealous and eloquent learly dawn of infancy.- Inquirer. advocate of National Education, has given

We are bound to consider these as the these books his strong approval, and rebest set of Primary books yet issued. – commends them, in preference to all others, Metcalfe's Star.

in his Public Lectures.

has not

Excerpts from Critiques by 50 Teachers.

Kay's Infant and Primary School Readers and Definers. “I should predict many benefits will “The theory of teaching written lanresult from the general introduction of guage, as exemplified in Kay's Progres. these works into schools, in which, I trust, sive Series' of Reading Books, is, in my my o'vn will share."

opinion, the true one, and the practice ** Having critically examined these beau- upon it must lead to the happiest issues. riful liule works, I cheerfully recommend Ii is nature's method of teaching written them to teachers."

language. I shall lose no time in intro"I have no hesitation in pronouncing ducing them into my school.”. them to be by far the best books of the “I have examined them with attention, kind for young persons in our language.", and believe them to be quite superior to

“ Having used them, I am convinced any thing of the kind, for the purpose inthat every one who will give them a trial, tended, which has met my view.' will find ihem to interest their pupils, and “I conceive them to be the best, of the advance their progress, more than anything kind, with which I am acquainted, and of the kind that has yet appeared."'. intend using them in my school.".

“Upon the whole, I am constrained to “I feel no hesitation in saying that they believe it to be the best work of the kind are decidedly better adapted for training with which I am acquainted.”

the Infant mind, than any work with which “ I consider the plan well calculated to I am acquainted.” bring forward the younger class of Scholars. “ The admirable manner in which they Accordingly, I have introduced it into my are 'gotten up,' the introduction of the schools."

Script characters, and the Elementary “Parents and Teachers who wish for Exercises in Drawing, give them a supebooks both attractive and interesting, will riority over all works of the kind that have find these to be just what they require." fallen under my observation.".

" The designer of ‘Kay's Series' has “From a critical examination of them, produced a work, in my opinion, superior, I believe that they are well adapted to the in very many respecto o the works of those end they propose to subserve.... I will do who have gone befo. him."

whatever lies in my power to introduce “They are, in my judgment, better, them to public attention." much beiter calculated for ihe purpose for “I have carefully examined 'Kay's Pro. which they are intended, than all put toge- gressive Series.' Ithink they are admirably ther that have preceded them; and I trust adapted to the capacity of children. I shal that the public will join me in this opinion.” introduce them into my Primary School."

“I should have no hesitancy in at once “Their advantage over other works of placing them in the hands of beginners, in the kind consists in their conducting the preference to all others."

child step by step, by easy and pleasant “I have carefully examined them. ... I gradations, through the incipient siages of consider them extremely well adapted to its study." improve those for whom they are intended.” Having carefully examined Kay's Se.

"The design is excellent, and has been ries, I recommend it, as, in my judgment, executed most successfully."