ANALYTICAL

SIXTH READER;

CONTAINING

AN INTRODUCTORY ARTICLE ON THE GENERAL
PRINCIPLES OF ELOCUTION;

WITH

A THOROUGH METHOD OF ANALYSIS, INTENDED
TO DEVELOP THE PUPIL'S APPRECIATION

OF THE THOUGHT AND EMOTION:

AND

A CRITICAL PHONIC ANALYSIS OF ENGLISH WORDS;

DESIGNED FOR THE USE OF NORMAL AND HIGH SCHOOLS, AND
THE HIGHEST CLASSES IN COMMON SCHOOLS.

BY RICHARD EDWARDS, LL.D.

PRESIDENT OF THE ILLINOIS STATE NORMAL UNIVERSITY.

CHICAGO :

GEO. & C. W. SHERWOOD.

NEW YORK: MASON BROTHERS.

BOSTON

MASON & HAMLIN.

1867.

Educ 7 758,67.345

,355

PARVARD

MAR 7 1935

Miss Mabel M. Watson

Entered according to Act of Congress, in the year 1866,
BY GEO. & C. W. SHERWOOD,

In the Clerk's Office of the District Court of the United States, for the Northern District of Illinois.

Entered according to Act of Congress, in the year 1867,
BY GEO. & C. W. SHERWOOD,

In the Clerk's Office of the District Court of the United States, for the Northern District of Illinois.

PREFACE.

THE feeling is very general that the pupils of our schools ought to be taught to read understandingly and effectively; and this feeling we consider reasonable and just.

But it is the almost universal conviction that this very desirable result is seldom attained by the methods that have been most commonly employed in the schools.

This book has been prepared with the single design of prepor

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furnishing the pupils of our high schools, and of the highest
classes in the common schools in the country, and in the
grammar schools in our cities, with such help as will enable
them to attain this result. It does not aim to present a com-
pendium of English literature, nor to disclose the facts and
principles of any other science or art. Its sole purpose is to
teach young persons to appreciate and to read good English.
Reading is not only the key to all knowledge; it is also,
when properly taught, a direct means of the most thorough
as
mental discipline, bringing the mind, as it does, into contact"
with the noblest thoughts uttered in the language.

It is assumed by the compiler that the thought and emotion contained in every selection read in school should be thoroughly mastered by the pupils :

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First, because thus only can the amount of mental discipline be secured which the reading exercise ought to afford; Secondly, because such a mastery is essential to a proper rendering of the piece by the voice.

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The pay is sought

a e

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PREFACE.

awkward This end is sought to be accomplished by a careful analysis of the selections by means of questions. These questions may be considered as of three kinds :

1. Questions on the general scope of the piece and on the meaning of clauses and sentences;

why

not

2. Questions on the etymology and meaning of words; "mastere ! 3. Questions on the emphases, inflections, quality of voice, p3. &c., required to express the ascertained thought and emotion For the purpose of illustrating this, six of the selections, representing as many different classes of composition, are

Amen! analyzed at length in the book. The questions in these anal

yses, although somewhat (minute, are yet by no means ex-
haustive. They are intended to indicate the kind, rather
than the extent, of the work which the teacher is to do.

The selections in the book have been made with great
care, and are believed to be well adapted to their pur-
pose. Many of them are marked by high excellence as literary
productions; many breathe a spirit of lofty patriotism; many
are fitted to charm by their beauty; some are calculated to
amuse while they instruct; and all, it is thought, are within
the pale of good taste. Some are well known, and are inserted
on account of their unwaning merit; many are new and
not at all inferior to the older and better known.

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ccomplishment & Un's end

Copious notes are appended, which will be found useful in the explanation of biographical, historical, and other allusions. They have been written with care, and aim to give, in a small compass, as much as possible of what is worth remembering. Where access can be had to reference books, these notes may be extended by the pupil. Or the teacher may impart additional information on the subjects of them, -provided the pupils are required to remember and reproduce what is thus imparted.