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Ye living flowers that skirt the eternal frost!
Ye wild goats, sporting round the eagle's nest!
Ye eagles, playmates of the mountain storm!
Ye lightnings, the dread arrows of the clouds!
Ye signs and wonders of the elements!

Utter forth God, and fill the hills with praise. 4. I tell thee, scorner of these whitening hairs, When this snow melteth there shall come a flood! Avaunt! EI my name is Richelieu! I defy thee! 5. Advance, then, ye future generations! We bid you wel come to this pleasant land of the Fathers. We bid d you welcome to the healthful skies and the verdant fields of New England. We greet your accession to the great inheritance which we have enjoyed. We welcome you to the blessings of good government and religious liberty. We welcome you to the treasures of science, and the delights of learning. We welcome you to the transcendent sweets of domestic life, to the happiness of kindred, and parents, and children. We welcome you to the immeasurable blessings of rational existence, the immortal hope of Christianity, and the light of everlasting truth!

Examples of Transition from High Pitch to Low. 1. So stately her bearing, so proud her array, The main she will traverse for ever and aye.

Many ports will exult at the gleam of her mast!

Hush! hush! thou vain dreamer! this hour is her last!

2. A thousand hearts beat happily; and when

Music arose with its voluptuous swell,

Soft eyes looked love to eyes which spake again,

And all went merry as a marriage bell;

But hush! hark! a deep sound strikes like a rising knel!!

Examples of Monotone.-See ¶ 170.

1. How reverend is the face of this tall pile,
Whose ancient pillars rear their marble heads,
To bear aloft its arched and ponderous roof,
By its own weight made steadfast and immovable,
Looking tranquillity!

2. In these deep solitudes and awful cells,

Where heavenly, pensive Contemplation dwells,
And ever-musing Melancholy reigns,-

What means this tumult in a vestal's veins ? *

*The monɔtone changes here with the commencement of the fourth line.

TO TEACHERS.

THE marks of reference in the reading exercises of Part Second are explained on the next page. A faithful attention to these references will be found of essential service in illustrating the text, and guarding against bad habits of articulation and pronunciation.

It is recommended that frequent recurrence for practice be had to the exercises on the elementary sounds, beginning page 34. The collection of representative words has been made with much care; and familiarity with their proper pronunciation will be a great step towards one of the fundamental accomplishments of a good reader. Particular heed should be given in these exercises to the intent of the Italicized portions of words. The exercises on the consonant combinations (page 48) may also be practised with advantage.

The pupil should be made thoroughly to understand the nature of accent, the force of the mark of accent. the diffeur? hear! ference hatmoon (they cheer audity, Now bolder grown-for praise mistaking pother

2 W 110 Kidve a 111 UN OUI IWWD.

5. He raised a mortal to the skies,
She drew an angel down.

6. To err is human; to forgive. . divine.

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If.. Rome.. must..fall, that we are innocent.

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8. Exercise and temperance strengthen even an indifferent constitution.

9. You were paid to fight against Alexander, and not to rail at him.

to the proûã man in people it begins in cobwebs, and ends on

among men.

5. Death (says Seneca) falls heavily upon him wh much k 11. Though rules and instructions cannot do all that is requisite, they may, however, do much that is of real use. They ssist air ages) is the basis of morality the source of all the pleasing hopes and secret joys tha' rect arise in the heart of a reasonable creature.

THE

STANDARD FOURTH READER.

PART II.

EXERCISES IN READING.

Small figures after words in the following Exercises refer to Paragraphs in Part I., numbered with corresponding figures.

The letters EI after words indicate that all such should be looked oue in the Explanatory Index, at the end of the volume, for their meaning or pronunciation.

Where parts of a word are Italicized, the reader is referred to the corresponding letter or letters in the list of "Faults in Articulation,” commencing page 53.

I. THE THREE READERS.

1. Ir is related of Frederick the Great, King of Prussia, that as he once sat in his private apartment, a written petition was brought to him, with the request that it should be immediately "As from your graves rise up, and waik ke Sorignos

To countenance this horror!

3. Awake! arise! or be forever fallen!

TO TEACHERS.

THE marks of reference in the reading exercises of Part Second are explained on the next page. A faithful attention to these references will be found of essential service in illustrating the text, and guarding against bad habits of articulation and pronunciation.

It is recommended that frequent recurrence for practice be had to the exercises on the elementary sounds, beginning page 34. The collection of representative words has been made with much care; and familiarity with their proper pronunciation will be a great step towards one of the fundamental accomplishments of a good reader. Particular heed should be given in these exercises to the intent of the Italicized portions of words. The exercises on the consonant combinations (page 48) may also be practised with advantage.

The pupil should be made thoroughly to understand the nature of accent, the force of the mark of accent. the difference between con mit and "I am, sir, sensible quauoity,

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5. He raised a mortal to the skies,

She drew an angel down.

6. To err is human; to forgive.. divine.

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How to peruse Mettaling exercises of the day, and attend

to the references contained in them, before being called on to recite. Several pieces adapted to simultaneous reading on the part of a class will be found scattered through the volume. This species of exercise, if well managed, may be occasionally practised with advantage - the teacher regulating the pauses with a motion of his hand.

To insure the attention of an entire class, it may often be well to skip from one pupil to another, without regard to his order; sometimes interrupting a reader before his voice has dropped, and calling upon another to continue a sentence with the appropriate suspended inflection.

A list of prefixes and postfixes has been placed at the end of the volume; and these may be referred to, at the teacher's discretion, to illustrate the derivation and meaning of a large number of words in frequent familiar use.

THE

STANDARD FOURTH READER.

PART II.

EXERCISES IN READING.

Small figures after words in the following Exercises refer to Paragraphs in Part I., numbered with corresponding figures.

The letters EI after words indicate that all such should be looked oue in the Explanatory Index, at the end of the volume, for their meaning or pronunciation.

Where parts of a word are Italicized, the reader is referred to the corresponding letter or letters in the list of "Faults in Articulation,” commencing page 53.

I. - THE THREE READERS.

1. It is related of Frederick the Great, King of Prussia, that as he once sat in his private apartment, a written petition was brought to him, with the request that it should be immediately read. The king had just returned from hunting, and the glare of the sun, or some other cause, had so affected his eyesight, that he found it difficult to make out a single word of the manuscript.EI

2. His private secretary happened to be absent; and the soldier who brought the petition could not tell the first letter of the alphabet from the last. There was a page, or favored boyservant, in attendance in the corridor; E and upon him the king called. The page was a son of one of the noblemen of the court, but proved to be a very poor reader.

3. In the first place, he did not articulate distinctly. He huddled his words together in the utterance, as if they were syllables of one long word, which he must get through with as speed

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