PUPILS IN THE YOUNGER CLASSES hi DAVID B. TOWER, A. M., Late Principal of the Eliot Grammar School, Boston, and of the Penneyvania Common Schools. ENLARGED EDITION. BOSTON: CROSBY, NICHOLS, LEE AND COMPANY. Educ. 5758.61.842 TOWER'S READERS. Tower's Pictorial Primer, or Child's BOOK FOR HOME AND SCHOOL. With SIXTY very beautiful ILLUSTRATIONS Tower's Gradual Primer, Boston School EDITION, is illustrated by FIFTY-SIX CUTS. Tower's Introduction, or Second READER, BOSTON EDITION, is illustrated by SIXTY-SIX CUTS. CITY OF BOSTON. IN SCHOOL COMMITTEE. September 2, 1856. Attest: BARNARD CAPEN, Secretary. THE GRADUAL READER is the only text book for reading in the Fourth Class of the Boston Grammar Schools; and TOWER'S FIFTII READER the only text book for the Second Class in the same schools. From the School and Schoolmaster, By those eminent Teachers, GEORGE B. EMERSON, Esq.. of Boston, and PROF. ALONZO POTTER, "Lessons should be given for the double purpose of exercising the organs of the "After the simple sounds, exercises should follow in the most difficult combinations of consonants-on which an excellent series of lessons may be found in the GRADUAL READER, already referred to. It is by such exercises. daily resumed. but never continued long at once, that the organs of the voice are trained, and perfect enunciation. the most important element of reading, speaking, and, in no slight degree, of thinking, is gradually acquired." These Readers are acknowledged to be superior in the literary, moral, and solid character of the SELECTIONS, and to be preëminently adapted to cultivate a love of truth and virtue, and a correct taste in the young. One reason why teachers are so well pleased with them, and why they consider them superior to all other Readers. is, be use they were made by men eminent in the profession, of large experience, every way qualified to prepare such text books. most rigid seru- Evidence is being constantly received that these books will bear the On petition of the Teachers. they have just been restored to the Charlestown NEW EDITION, entered, according to Act of Congress, in the year 1853, by DAV P HARVAR tries LIBRARY PREFACE. A JUST and distinct articulation is the first and most important requisite of good reading or speaking. But, though the teacher can derive efficient aid in improving himself from the works of Rush, Barber, and Rassel, this subject has been sadly neglected in the text books prepared for the pupil. In later reading books, a few faults in pronunciation are pointed out, which really spring from habits of indistinct articulation; ant when the pupil is properly exercised in the elementary sounds and their e non itions, those faults will disappear. But they can never be re novel by lopping a branch here and there, and leaving the tree to take deeper root. lasted of hacking limbs continually year after year, to little purpose, it would be wiser to extirpate the sapling, root and branch. All the ele.nents of good reading cannot be taught at once: and the secret of success in this, as in other branches, is to teach only one thing at a time. Correct articulation is the basis of this art, and we must look well to the found ition before we can safely rear the superstructure; it is therefore necessary that, in the order of teaching, it should take precedence of the other elements. The pupil should be accustomed to utter the Elementary Sounds and their Combinations correctly and with vigor, wh le quite young; because the organs of speech are then more flexible, and, having fewer studies, he can better spare time to exercise these organs. While yet ignorant of the philosophy of language, and of the branches that serve as collateral aids in acquiring a knowledge of it, he can attain a distinct articulation, though ill prepared for the higher efforts of elocution, requisite to express properly the thoughts and emotions of the author. Portions of the " Exercises in Articulation" have been used during the last seven years, as far as they could be, orally and upon the blackboard, in the school under the author's charge. But the want of printed exercises in the hands of the pupil, has been severely felt, especially by the teachers associated with him; and they have been unable fully to curry out his plans. As no text book of the kind has yet made its apperince, the author has been induced to publish these "Exercises," at the suggestion of many friends of education who have witnessed their results, and at the request of several brother teachers who have felt the same want. The Reiding Lessons that follow the "Exercises," are adapted to the cap city of pupils on leaving the primary schools. In making the selection miny pieces have been tested. and those which failed to interest such pupils and command their attention, have been rejected. The compiler trusts that the authors will excuse the liberty he has taken in altering the extracts, as the alterations have been made, in no instance, with the ide that he could amend their writings, but simply to adapt them to the design of the book. The First Step." or an attempt to separate the mechanical from the intellectual in teaching reading, to train the voice even before the philosophy of language is understood, has been so favorably received by the public, and it accords so well with the views of every teacher to whom it has been submitted, that an entire series of Readers will be prepared. INTRODUCTORY REMARKS. IN using the "Exercises," no regard should be paid to the meaning of the examples. Let the whole attention be given to articulating the Elementary Sounds and their Combinations distinctly and properly, and to pronouncing the words correctly. It cannot be too strongly impressed on the pupil, that he must attend to only one thing at a time, if he wishes to understand it. That the continual repetition of the same sound in different words, is by far the best way to make it familiar, must be obvious to every teacher. Besides, the pupil will thus incidentally acquire a correct pronunciation of many difficult words. Those who have paid little attention to this subject will hardly be expected, at first, to take a deep interest in a work of this kind. But the industrious teacher will fit himself for a faithful discharge of his duty, and, if ignorant upon this subject, will rejoice at any aid in acquiring or imparting a knowledge of it. Public opinion now demands that he should teach reading; and if this work should assist him in so doing, its design will be accomplished. An edition of the "Exercises," without the "Reading Lessons," has been published, at the request of teachers, for the use of more advanced pupils; since too much importance cannot well be attached to the proper exercise and effectual training of the vocal and enunciative organs. The vocal organs, by which we produce voluntary and tunable sounds, are the larynx and glottis, assisted by the muscles of the chest. The enunciative organs, by which we add to the tunable impulses of the voice the specific modifications of literal and verbal utterance, are the tongue, the teeth, the lips, the uvula, and the palate. The air of the lungs, forcibly emitted through the throat, produces voice; and this, modified by the enunciative organs, becomes speech. "Correct articulation, indeed, is the most important exercise of the voice and organs of speech, and of the most indispensable necessity; because any imperfection in this respect obscures every other talent in a reader or speaker; while one who is possessed of only a moderate voice, if he articulate correctly, will be well understood, and heard with pleasure. According to Mr. Sheridan, a good articulation consists in giving every letter in a syllable its due proportion of sound, according to the most approved mode of pronouncing it; if this point be not observed, the articulation must be proportionally defective.” NEW EDITION. SOME of the examples have been left out of the Exercises, to use a larger and fuller type; and a few verbal alterations have been made in several of the first selections. (4) EXERCISES IN ARTICULATION. ELEMENTARY SOUNDS. [THE following Exercises, designed to train the vocal and enunciative organs, should be practised till the pupil can utter the Elementary Sounds correctly. First, let him utter the word which is given for an example; next, the element italicized in that word; then, alternately, the words, and the elementary sound of the italic letters in the words, when not silent; and lastly, the sentences, solely with reference to cor rect articulation of the Elementary Sound.1 EXERCISE 1. a, marked à or å. The letters in italics have the sound of a, as heard in ale: age, name, gale, late, aim, straight, jail, daily, raiment, display, array, obey, they, whey, conveyance, freight, inveigh, feint, sleigh, skein, neighbor, gauge, gaol, great, ere. So stately her bearing, so proud her array, the main she will traverse forever and aye. He gave to the gale his snow-white sail. Our age is but a shade, our life a tale. The earth is veiled in shades of night. EXERCISE 2. e, marked è or ẻ. The letters in italics have the sound of e, as heard in me epitome, tea, bereave, streamer, release, bohea, deceit, leisure, ceiling, receipt, redeem, agree, razee, |