McGuffey's Fifth Eclectic Reader.

by William Holmes McGuffey.

PREFACE.

The plan of the revision of McGUFFEY'S FIFTH READER is the same as that pursued in the other books of the REVISED SERIES. The book has been considerably enlarged, but the new pieces have been added or subst.i.tuted only after the most careful consideration, and where the advantages to be derived were a.s.sured.

It has been the object to obtain as wide a range of leading authors as possible, to present the best specimens of style, to insure interest in the subjects, to impart valuable information, and to exert a decided and healthful moral influence. Thus the essential characteristics of McGUFFEY'S READERS have been carefully kept intact.

The preliminary exercises have been retained, and are amply sufficient for drill in articulation, inflection, etc. The additional exercises on these subjects, formerly inserted between the lessons, have been omitted to make room for other valuable features of the REVISED SERIES.

A full understanding of the text is necessary in order to read it properly. As all the books of reference required for this purpose are not within the reach of the majority of pupils, full explanatory notes have been given, which, it is believed, will add greatly not only to the interest of the reading lessons, but also to their usefulness from an instructive point of view.

The definitions of the more difficult words have been given, as formerly; and the p.r.o.nunciation has been indicated by diacritical marks, in conformity with the preceding books of the REVISED SERIES.

Particular attention is invited to the notices of authors. Comparatively few pupils have the opportunity of making a separate study of English and American literature, and the carefully prepared notices in the REVISED SERIES are designed, therefore, to supply as much information in regard to the leading authors as is possible in the necessarily limited s.p.a.ce a.s.signed. The publishers have desired to ill.u.s.trate McGUFFEY'S READERS in a manner worthy of the text and of the high favor in which they are held throughout the United States. The most celebrated designers and engravers of the country have been employed for this purpose.

It has been the privilege of the publishers to submit the REVISIED SERIES to numerous eminent educators in all parts of the country. To the careful reviews and criticisms of these gentlemen is due, in a large measure, the present form of McGUFFEY'S READERS. The value of these criticisms, coming from practical sources of the highest authority, can not well be overestimated, and the publishers take this occasion to express their thanks and their indebtedness to all who have thus kindly a.s.sisted them in this work.

Especial acknowledgment is due to Messrs. Houghton, Osgood & Co. for their permission to make liberal selections from their copyright editions of many of the foremost American authors whose works they publish.

INTRODUCTION.

1. PRELIMINARY REMARKS.

The great object to be accomplished in reading, as a rhetorical exercise, is to convey to the hearer, fully and clearly, the ideas and feelings of the writer.

In order to do this, it is necessary that a selection should be carefully studied by the pupil before he attempts to read it. In accordance with this view, a preliminary rule of importance is the following:

RULE 1.--Before attempting to read a lesson, the learner should make himself fully acquainted with the subject as treated of in that lesson, and endeavor to make the thought and feeling and sentiments of the writer his own.

REMARK.--When he has thus identified himself with the author, he has the substance of all rules in his own mind. It is by going to nature that we find rules. The child or the savage orator never mistakes in inflection or emphasis or modulation. The best speakers and readers are those who follow the impulse of nature, or most closely imitate it as observed in others.

II. ARTICULATION.

Articulation is the utterance of the elementary sounds of a language, and of their combinations.

An Elementary Sound is a simple, distinct sound made by the organs of speech.

The Elementary Sounds of the English language are divided into Vocals, Subvocals, and Aspirates.

ELEMENTARY SOUNDS.--VOCALS.

Vocals are sounds which consist of pure tone only. A diphthong is a union of two vocals, commencing with one and ending with the other.

DIRECTION.--Put the lips, teeth, tongue, and palate in their proper position; p.r.o.nounce the word in the chart forcibly, and with the falling inflection, several times in succession; then drop the subvocal or aspirate sounds which precede or follow the vocal, and repeat the vocals alone.

Table of Vocals.

Long Vocals.

Vocal as in Vocal as in ----- ----- ----- ----- a hate e err a hare i pine a far o no a pa.s.s u tube a fall u burn e eve oo cool

Short Vocals Vocal as in Vocal as in ----- ----- ----- ----- a mat o hot e met u us i it oo book

Diphthongs.

Vocal as in ------ -------- oi, oy oil, boy ou, ow out,now

REMARK 1.--In this table, the short sounds, except u, are nearly or quite the same in quality as certain of the long sounds. The difference consists chiefly in quant.i.ty.

REMARK 2. The vocals are often represented by other letters or combinations of letters than those used in the table; for instance, a is represented by ai in hail, ea in steak, etc.

REMARK 3.--As a general rule, the long vocals and the diphthongs should be articulated with a full, clear utterance; but the short vocals have a sharp, distinct, and almost explosive utterance.

SUBVOCALS AND ASPIRATES.

Subvocals are those sounds in which the vocalized breath is more or less obstructed.

Aspirates consist of breath only, modified by the vocal organs.

Words ending with subvocal sounds should be selected for practice on the subvocals; words beginning or ending with aspirate sounds may be used for practice on the aspirates. p.r.o.nounce these words forcibly and distinctly several times in succession; then drop the other sounds, and repeat the subvocals and aspirates alone. Let the cla.s.s repeat the words and elements at first in concert, then separately.

Table of Subvocals and Aspirates.

Subvocal as in Subvocal as in -------- ----- -------- ----- b babe p rap d bad t at g nag k book j judge ch rich v move f life th with th Smith z buzz s hiss z azure(azh'ure) sh rush

REMARK.--These sixteen sounds make eight pairs of cognates. In articulating the aspirates, the vocal organs are put in the position required in the articulation of the corresponding subvocals; but the breath is expelled with some force without the utterance of any vocal sound. The pupil should first verify this by experiment, and then practice on these cognates.

The following subvocals and aspirates have no cognates.

SUBVOCALS.

Subvocal as in Subvocal as in -------- ----- -------- ----- l mill r rule m rim r car n run w win ng sing y yet

ASPIRATES

Aspirate as in -------- ----- h hat wh when

SUBSt.i.tUTES.