12. The wise man is happy when he gains his own approba tion, and the fool when he recommends himself to the applause of those about him. 13. We make provision for this life as though it were neve. to have an end, and for the other life as though it were never to have a beginning. 14. The weakest reasoners are always the most positive in debate; and the cause is obvious; for those are unavoidably driven to maintain their pretensions by violence, who want argu ments and reasons to prove that they are in the right. 15. If a Jew wrong a Christian, what is his.. humility? Revenge. If a Christian wrong a Jew, what should his suffer ance be, by.. Christian.. example? - Why, revenge! Force. 1. And dar'st thou, then, 2. To beard the lion in his den, And hop'st thou hence unscathed to go ? Up drawbridge, groom! What! warder, ho! Awake! Awake! 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 accent and quantity, &c., as explained on pages 15, 29, 30, and in the exercises on pages 51, 52. These explanations are important to the proper understanding of the occa sional marks of accent and quantity which appear in the reading exercises. The list of Faults in Articulation (page 53) should be carefully conned; and the pupil should be taught to refer to it whenever he is checked in the errors which are there catalogued for his avoidance. It is recommended that he be allowed time to peruse the reading 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 arother 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 ᎡᎬᎪᎠᎬᎡ . STANDARD FOURTH 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 out 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. 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 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.I 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; 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 sylla bles of cne long word, which he must get through with as speed dy as possible. His pronunciation was bad, and he did not modulate his voice so as to bring out the meaning of what he delivered. Every sentence was read with a dismal monotony," as if it did not differ in any respect from that which preceded it. 4. "Stop!" said the king, impatiently; "is it an auctioneer's catalogue, or what is it, that you are hurrying over? Send your companion to me." Another page, who stood at the door, now entered, and to him the king gave the petition. This second page began by hemming and clearing his throat in such an affected manner, that the king jocosely asked him if he had n't slept in the public garden, with the gate open, the night before. 5. The second page had a good share of self-conceit, however, and he was not disconcerted by the jest. He determined that he would avoid the rock on which his companion had been wrecked. So he commenced reading the petition with great formality and deliberation, emphasizing every word, and prolonging the articu lation of every syllable. But his manner was so tedious that the king cried out: "Stop! Are you reciting a lesson in the ele mentary sounds? Out of the room! - Stay! Send to me that little girl who is sitting there by the fountain." 6. The girl thus pointed out by the king was a daughter of one of the laborers employed by the royal gardener; and she had come to help her father weed the flower-beds. It chanced hat, like many of the poor people in Prussia, even in that day, she had received a good education. She was somewhat alarmed when she found herself in the king's presence, but was reäsured" when the king told her that he only wanted her to read or him, as his eyes were weak. 7. Now, Er'nestine (for that was her name) was so fond of reading aloud, that frequently many of the poor people in the neighborhood would assemble at her father's house to hear her; and those who could not themselves read would bring to her letters to decipher from distant friends or children. She thus acquired the habit of reading various sorts of handwriting promptly and well. 8. The king gave her the petition, ard she rapidly glanced through the opening lines to get some idea of what it was about. As she read, her eyes began to glisten, and her breast to heave. "What is the matter?" asked the king; "don't you know how to read?"-"O! yes, sire," she replied, addressing him with the title usually applied to him; "I will now read it, if you please." 9. The two pages were about to leave the room. "Remain." Baid the king. The little girl began to read the petition. It was from a poor widow, whose only son had been drafted to serve in the army, although his health was delicate, and his pursuits had been of a character to unfit him for military life. His father had been killed in battle, and the son was ambitious of being a portrait-painter. 10. The writer told her story in a simple, concise manner, that carried to the heart a conviction of its truth; and Ernestine read it with so much grace and feeling, and with an articulation so just, in tones so pure and distinct, that when she had finished, the king, into whose eyes the water had started, exclaimed: "O! now I understand what it is all about; but I might never have known (certainly never have felt) 185 its meaning, had I trusted to these young gentlemen, whom I now dismiss from my service for one year, recommending them to occupy it in learning to read. 11. "As for you, my young lady," continued the king, "I know you will ask no better reward for your trouble than to be the instrument of carrying to this poor widow my order for her son's immediate discharge. Let me see if you can write as well as you can read. Take this pen, and follow my dictation." "I He then dictated an order, which Ernestine wrote and he signed. Calling one of his guards, he băde him accompany the girl, and see that the order was executed. 12. How much happiness was Ernestine the means of bestow ing through her good elocution, united to the happy circumstance that brought it to the knowledge of the king! First, there were her poor neighbors, to whom she could give instruction and entertainment. Then there was the widow who sent the petition, and who not only regained her son, but received through Ernes tine an order for him to paint the king's likeness, so that the |