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Northern District of Nexe. York, 10 mm!:

DE IT REMEMBERSD, that on the eleventh day of January, in the film fourth year of the independence of the United States of America. A. D. 183, M03ES EVERANCE, of the tail listrict, hath deposited in this office the title of a book, then I whicreor he claiins 18 autizor, in the words soloviny. to wit

“The American Manual, or Now English Reder: consisinz of exercises ia Leading and speaking, buth in prose and poetry: selected fron the best wistera. To which are added, a succinct flistory of the Colonies, fron the discovery of North Aineriva to the close of the War of the Revolution; the Declaration of Independence, and the Constitution of the United States. For the use of Schools By Moserseverance."

In conformity to the act of the congrcg of the United States, entitled "An som for the enrouvareinent of learning, by securing the copies of maps, charts, and hooks, to the authors and proprietors of such copies, during the times therei.. mentioned ;" and also to the act, entitled, "An act suplementary to an act, en. Litlel. an act for encouragement of learnins, by securing the topics of maps, charts, and bookx, to the authors and proprietors of such copies, during iha times therein meniional, and extending the bencfits thereof to the arts of de signin ongxavins, & aching hiatorical and other prints."

Clerk of the Dietrict Court of the United Nata

for the Northern District of New York.

hity to the of learning

for the enrothors and propri entitled, "An ac

for wine authorsending the other print R. LAnited States


Pei an lio book that has been introduced into the schools of thie country, has been more deserveelly held in high estimation, than the English Reader. It is ad.nitted to unite the most juclicious plan, with an excellent selection of matter; but as it lias long been the prinripal readuy hanki used in our schools, and as an occasional chance is de Lieved in have an enlivening and salutary,eflect upon ihc learner, I have ventured to offer this compilation to the consideration of those, to whose hands the instruction of youth may have been committed.

Convidence in the favorable recetion of this oficring arises from the circunstance, t! .: it presents a selection of nxitter, a portion of which is fren Arnerican authors. A just price for the literary reputation of our own country, denies the ileressity, or even the propriets, of withhollint from our youth, in the looks of our prinary schools, specimens of cur own literature -none of which being found in the English Reader.

Of the character of the pieces lycetecalculated for the improvement of learners in reading, a diversity of oirion may lie cntertained. Shoull a vant of adaptation to juvenile liste le orgrid, I would reply only, that have designcu il principally for their class of learners in our cnmc: schools, whos taste it is hojou it may have a tendency to mature. In makiner the scleciions, an avoid:nce of what is ludicrous. and a rejection of what is unchaste, imoral, or oi ensive to the eye or ear of the most refined, taste, have been strictly orserved.

With a vicw of adding cssentially to the value of this vclume, not enly in the hands of the learner, but in the hands of the community, I have artiled a concise history of our country at a most interesting period. ---the Declaration of Independence--a document which is justly esteemed our nation's boast --and the Constitution of the United

States ; with all which Americans, neither in youth nor mature age 1 can be too famičar. Should the third part of this book, however, in w which these are embraced, be thought not to afford profitable lessons

for the exercise of young and inexperienced readers, it may be reserv1 ed for them, with undiminished value, when in a greater state of ad rancement.

Several modern writers on the subject of school education, whose spinions are entitled to much regard, have expressed their belief thas no rules for the management of the voice in reading, can he of any value. This opinion, so far as it relates to the younger classes of learn

ers, is unds ubtedly correct : but as many of the first principles of halocution can be clearly illustrated, and applied to practical use by a , Ettle effort on the part of the more attvanced learner, it appears to me

that k-1-42 this kind, designed for the benefit of schools, must be

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deficient without them. Could every school in the country be under the instruction of a master of Elocution, the necessity would in a measure cease to exist. But this, unhappily, is not the case. Many of those who engage in the instruction of youth, ryuire themselves the instruction they are expected to give, and have perhaps nu other means of acquiring it, than from these eleinentary books from which is Fuuld be withheld.

In this stereotype edition, some few alterations have been made; but the book contains as much matter as the former edition, and its use with it will not be fjund very inconvenient. it is now offered to the public in a perinanent shape; and from the very favorable reception of the first cofition, it will, I trust, continue to receive a patronage coin. mousurate with its value.

M. So



A. ability to read in a correct and interesting manner, has room indispensably requisite for all who would hold a respectable station in society; and not only should its acquisition be considered as a police accomplishment, but as a talent, subservient to the purpcecs ct busid ness, and of rational enjoyment.

There are indeed but it'w persons in this country, who orc non able to read with some degree of correctness; yet those who may be called good readers, are less frequently inet with than is gencrally ima. gined. Perfection in the art of reading, requires a natural taieng joined to the most persevering industry; and although it is a point to which few if any are ever able to arrirc, yet every roach to it is on comparative value, and worth the effort required for its attainirent.

Perhaps there cannot be a more unerring standard fixed for recido ing, than to alopt the same casy and natural inode that we would in common conversation. In the latter our cbject is to communicate our own thoughts; in the former to communicate the thoughts of othcts: -and in both we wish to do it in the manner cekulated to make us bom understoud. Dy this remark we do not design to recommend to thot, who have adopted a careless manner of conversation, the arioption of a similar one in reading; but the same rules which scrie to improve the one, mav, by their application, have the same happy effect is;on the other. But let it be distinc:ly understool, that no rules can li given for the management of the vcice in Trading, which, indepenient of feeling, can insure the object desired. “Emotion," says a distin guished writer, " is the thing. One fush of passion on the check, one beam of feeling from the cre, one thrilling note of sensibility froja the tongue, have a thousand tires inorc value than any exemplificotion of mere rules, where fecling is alwent.”

The observations which we shall make upon the principles of rrade ing, or manner of clelivery, will be comprised under the following heads: ARTICULATION, ACCENT, EMPHASIS, INFLECTION, Movorov, and MODULATION, with a few réinarks upon the READING OF VERSE.

1. Articulation. A 600 articuiation consists in a clear and distinct utterance of the different sounds of the language; and is one of the most important particulars to be considered. No matter" upon what subject, or upon what ocrasion a man may read, or speak to liis follow men, he neves trill be listened to for any length of time, unless he be distinctly licarii, and that without effort on the part of liis hearers. No interest of the subject can excuse a rapid and indistinct utterance. Many there are

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