Lesson IX. A Lesson in Grammar XII. XIII. XIV. The Reading Lesson continued XV. Birds. The Cuckoo. - 65 Logan 72 The Thrush The Swallow 73 74 75 75 75 Ode to Contentment. Mrs. Barbauld Tranquillity and Contentment. Scott The proper foundation of Content- XX. The Two Apple Trees, or Industry and 102 103 105 106 107 Occupation in the Garden, delightful to the Man of Retirement. Cowper. 127 123 126 ............. 128 To Mary, with a Nosegay Acceptable Worship 151 Hymn for Charity Children XXIX. Sunday Poetry.-Lord's Day Morning 159 158 The Everlasting Sabbath 160 • ......... The Heavens praise God 161 The Voice of Nature 161 Sun, Moon, and Stars, praise the Lord 163 God's Supreme Government Love to God and Man Sabbath Morning. Graham The Vegetable Creation, an emblem ERRATA. Page 1. line 6. for by read through. 56. line 1. for ere read e'er. 43. last line. for point which read point out which. 46. lines 24 & 25. for The earth is raked over the seed, when it is sown by the harrow, read When the seed is sown, the earth is raked over it by the harrow. 50. line 13. for and most read and of most. 62. line 6. dele then. 63. lines 13 & 14. for I should read you would. 68. line 9. for yon read you. 71. line 1. for s endour read splendour. 89. line 31. for from wood read from that wood. 93. line 26. for teaze read tease. 97. line 27. for uninterrupted read interrupted. 123. line 1. for dioncea read dionœa. 131. line 25. for drank read drunk. 135. line 17. for sun rise and sun set read sun-rise and sun-set. 142. line 14. for clamatis read clematis. 144. line 19. dele grand. 171. line 7. for presdence read presence. INTRODUCTION. RULES OF READING FOR YOUNG BEGINNERS. A GRIEVOUS, but just complaint is made of bad reading and bad readers; the causes of which evil may for the most part be traced to bad habits, formed at the commencement of learning to read, either through the inexperience or inattention of teachers, or by the natural disposition of children to imitate and catch the sounds which they continually hear. Excepting when there is an evident defect in the organs of speech, and such cases are very rare, children are certainly able to utter clearly the sounds of which alphabetical characters are the representatives, at the age when they are commonly made to begin to learn to read. The manner in which they are taught to utter these sound will most probably remain with them for life. It is, therefore, of high importance that it be done well and completely. It is the corner-stone of the foundation of good reading and speaking, and it should be laid firmly Ᏼ . and properly. It happens much more frequently from want of such care than from defective organization, that we meet with some who cannot pronounce the letters 1 and s; and the sounds of th, sh, with others who aspirate h when it ought not to be aspirated, and do not aspirate it when it should be aspirated; and others who pronounce w for v, and v for w. These last mentioned errors certainly must flow from inattention and the hearing of vicious pronunciation. It is plain that where these faults exist, there can never be good reading or speaking; let, then, the greatest care be taken to guard against these defects, and let patient attention be given to form the organs of children to the clear and perfect sounding of every letter; till this be effected, advance not a step farther. The way will be thus prepared for distinct articulation, that is, the distinct pronunciation of letters when they are joined together in syllables, and thus form words. For this purpose, let children be first exercised in reading words of one syllable, in such a deliberate manner as that each letter shall be plainly heard. Let these monosyllabic words be, as much as possible, words of meaning, and of such meaning as may interest the children and excite their attention; and let them be often composed of those letters which are most difficult to be pronounced, and which are |