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INTRODUCTION.

If the training of the pupil has so far been in harmony with the teaching of the first three numbers of this series of Readers, little additional direction will be necessary here; if it has not, the application of those principles while teaching from this book will best insure satisfactory results. Specific rules can not make good readers. Expression is (or ought to be) the outward development of internal emotion-nature's method of telling secrets. Rules may be useful as helps, but they can not bind the earnest soul. Its pent-up fires will burst forth uncontrolled by them, seeking only to burn its own thoughts into the souls of others. Any conscious attempt to follow rules necessarily subordinates thought to form and weakens the effect. We can not look at the glass and at the same time distinctly see the view beyond.

A clear understanding of the matter to be read, a full appreciation of the thoughts to be expressed, a strong, earnest desire that the hearer should have a like appreciation of them, will naturally guide the voice and manner aright in giving the thoughts utterance. The Rule, then, which outranks, which embraces, all other rules, and without which all other rules are worthless, may be stated in these words:

COMPREHEND AND APPRECIATE THE THOUGHTS TO BE UTTERED - FEEL A NECESSITY THAT THE HEARERS SHALL AS COMPLETELY COMPREHEND AND APPRECIATE THEM.

Add to this, clear and correct pronunciation, and you have the secret of the "beginning and end" of true eloquence.

Of necessity it follows that to secure improvement in the art of reading, the lessons must be carefully studied,- studied so as to become familiar with the forms of the words, with the meaning of the words, with the construction of the sentences, with the meaning of the sentences, and with the methods employed by the author to develop or embody his thoughts.

The analysis of the thought, by means of questions, is important as an aid to securing this understanding and appreciation of the subject matter. Preparing abstracts of the thoughts and incidents narrated, or writing them out more fully, are also important aids to the same end, while, in addition, they train to other results of no less importance.*

Let these things not be neglected. Let every lesson be subjected to one, at least, of these modes of treatment.

To aid the teacher in familiarizing the pupils with the words, those words not found in the first three Readers are placed in the back part of this book, where the new words of each lesson are placed by themselves, in the order of the paragraphs in which they occur, syllabicated, and pronunciation indicated by accent and diacritical marks. The marking is mostly confined to the accented syllable. The italic letters are silent; so are the unmarked vowels when two or more come together (one being marked), and the final e.

* See suggestions in introductions of Model Second and Third Readers.

KEY TO THE PRONUNCIATION OF THE WORD LESSONS.*

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