THE present volume, though carefully fitted, like each of its pred-
ecessors, to the place which it holds in the Series, forms, also, in
itself, like each of them, a complete progressive Reader.
It is not,
therefore, merely a set of promiscuous extracts: claiming no other
than the merit of exhibiting diversity of style and elegance of senti-
All the matter, on the contrary, whether original or selected, has
been adapted and arranged with the closest regard to the experienced
wants of learners. To meet the disposition of youth, ever "studious
of change," it offers, both in style and subject, the most ample
variety; to plant the precious seeds of virtue, to cherish and protect
them in their growth, it carefully supplies the means of moral cult-
ure; while, further to enrich the mind with useful knowledge, make
it familiar with noble sentiments and elegant diction, it brings the
pupil in communion with many of those master spirits that have, by
their works, most adorned and elevated English Literature.
THE FIRST PART of the work, embracing some thirty-five pages,
is devoted to the statement and illustration of principles and re-
cepts for Rhetorical Reading. The instructions in this part will be
found, it is hoped, comprehensive without being prolix, and, withal
so simple and so direct as to admit of the most ready and accurate
application. In this part, the diligent student will find every
necessary aid in his endeavors to attain a graceful and effective
delivery; while the teacher, anxious to secure to his pupils the
benefit of ample and judicious practice, will have no reason to com-
plain of the paucity of examples.
THE SECOND PART, occupying the remainder of the volume, com-
prises more than two hundred Exercises in reading. Here each
Lesson is preceded by a list of words taken from it, and duly de-
fined; the Proper Names are explained in brief, but often compre-
hensive Notes; frequent References are made to the instructions in
the First Part; and the whole is concluded with a series of ques-
tions designed to awaken interest, prolong attention, and so make
the deeper impression. These notes, references, definitions, and
questions, all have a common aim,—that of securing a better reading
of each piece, by securing to the learner a better understanding of
its meaning. They direct attention to the precise import of given
words in given places, fix firmly in the mind noted events, persons,
and localities, and foster the habit of tracing minutely the several
shades and relations of thought in a connected discourse.
Such, in general terms, is the NEW FOURTH READER. It is com-
mended to all who regard good Reading, as a valuable accomplish-
ment;-to all who, in teaching this subject, have respect to the
laws of mental growth;-to all who, in school, would duly combine
the entertaining with the instructive; and, especially, to those
who sympathize with the sentiment of the poet:
How empty learning, and how vain is art,
But as it mends the life, and guides the heart.