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child to learn for future use must be attractively presented, and that the child's mind should be early stored with beautiful and vital truths expressed in choicest language. He first selected a vocabulary which fairly represents the peculiarities of English spelling, and then searched literature for choice sentences which illustrate the use of these words. It is conceded that for a child the best knowledge of a word is to know it as used in a memorable sentence by one of the great masters of expression.

As the child is likely to carry through life what is copied or repeated from school books, the illustrative sentences should present the richest thoughts and choicest gems of expression that can be gathered from literature. In these rambles with the poets the child will hear the carol of the lark, the babbling of the brook, and the music of the sea; he will see the rainbow's arch, the sumac's gold and red, and the sunshine and the shadow chasing each other over the billowy fields. The child who is led into the bypaths of nature by these great word painters will learn to look through all “the five windows of the soul”; he will be charmed with the beauty of his surroundings; he will be deeply impressed with the dignity, power, and beauty of our mother tongue, the richest of all languages; he will be inspired

3 to put meaning into his own sentences; he will learn that it is the gift of poetry to hallow every place in which it moves, to breathe round nature a fragrance more exquisite than the perfume of the rose, and to shed over it a tint more magical than the blush of the morning.

Pupils will like to know about the authors of the selections, and will easily remember their names, their dates, their most famous works, some traits of their characters and incidents of their lives. Learning these in connection with each selection will be good preparation for the study of the history of literature. Do not speak of the personal deformities or failings of these great masters of literature. Do not ask the child to change poetry into prose. Teach him rather that a beautiful poem or a piece of noble prose is a work of art, and that he has no more right to change it or mar it than he has to mar a beautiful statue or a fine painting. These gems of thought and flowers of fancy have been gathered from many sources. In collecting them the author has wandered far through the flowery paths of literature; and, while the search has been a long one, he is loth to come to the end of a journey so enchanting.

In the preparation of these lessons the author has received suggestions from many teachers, to whom he gratefully acknowl. edges his indebtedness. He also takes pleasure in acknowledging his great indebtedness to his critic, the eminent philologist, Dr. Francis A. March of Lafayette College. Acknowledgments are due to Houghton, Mifflin & Co., and G. P. Putnam's Sons, for permission to use selections from their publications.

AMENDED SPELLING.

The following rule for amended spelling is drawn from the usage of the greatest poets, and recommended by the Philological Societies of England and America :

Rule. When final ed is pronounced as t, spell it with t. 1. Night's candles are burnt out, and jocund day Stands tiptoe on the misty mountain tops.

WILLIAM SHAKESPEARE. 2. I hope to meet my Pilot face to face,

When I have crost the bar. ALFRED TENNYSON.

3.

Having gathered flowers,
Stript the beds and spoilt the bowers. – ROBERT BROWNING.

4. Though old the thought, and oft exprest,

"Tis his at last who says it best. — JAMES RUSSELL LOWELL.

5. And silver white the river gleams,

As if Diana, in her dreams,
Had dropt her silver bow
Upon the meadows low. – HENRY WADSWORTH LONGFELLOW.

The National Educational Association has adopted the following simplified spellings :tho for though program for programme prolog for prologue thru " through

thruout throughout demagog demagogue altho although thorofare " thoroughfare decalog " decalogue thoro 66 thorough catalog 66 catalogue pedagog 6. pedagogue

GRADED STUDIES IN GREAT AUTHORS.

LESSON 1.

Long a as in hate, marked ā.

1. Copy the following sentences. Note carefully the capital letters and punctuation. 2. Write from dictation. 1. Better three hours too soon than a minute too late.

WILLIAM SHAKESPEARE. 2. She seemed as happy as a wave

That dances on the sea.- WILLIAM WORDSWORTH.

3. How cool was the shadow the long branches gave, As they hung from the willow, and dipp'd in the wave.

- AMELIA B. WELBY. 4. And all the beauty of the place Is in thy heart and on thy face.

WILLIAM CULLEN BRYANT. 5. Hear the dewy echoes calling

From cave to cave! ALFRED TENNYSON. 6. The queen of the spring, as she passed down the vale, Left her robe in the trees and her breath in the gale.

John HOLLAND. 7. With spiders I had friendship made, And watch'd them in their sullen trade.

- GEORGE GORDON, LORD BYRON.

āi = a long, marked ā.

1. Copy the following sentences. Note carefully the capital letters, punctuation, and rhyme. 2. Write from dictation. 1. Aim at the highest. — John Milton.

2. Wise men ne'er sit and wail their loss.

WILLIAM SHAKESPEARE. 3. They never fail who die in a great cause.

GEORGE GORDON, LORD BYRON. 4. And just a quiet country lane, Fringed close by fields of grass

and grain, Was the crooked road that crossed the plain.

- PHEBE CARY. 5. The selfish heart deserves the pain it feels.

– EDWARD YOUNG. 6. They never sought in vain, that sought the Lord

aright ! - Robert Burns.

7. Sleep came at length, but with a train

Of feelings true and fancies vain. - SIR WALTER Scott.

8. Low lispings of the summer rain, Dropping on the ripened grain.

- HENRY WADSWORTH LONGFELLOW. 9.

The soft hues
That stain the wild bird's wing, and flush the clouds.

- HENRY WADSWORTH LONGFELLOW. 10. The maiden Spring upon the plain

Came in a sun-lit fall of rain. ALFRED TENNYSON.

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