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TARKEN B. DROW

LE ROY D. BROWN.

THE

ARKEN B. BROW.

GRADED-SCHOOL

FIFTH READER

BY

T. W. HARVEY, A. M.,

AUTHOR OF ELEMENTARY GRAMMAR AND PRACTICAL

GRAMMAR OF THE ENGLISH LANGUAGE.

:
LELAND STANFORD OR UNIVERSIT.

WILSON, HINKLE & CO.,
137 WALNUT STREET,

28 BOND STREET,
CINCINNATI.

NEW YORK

ON

LELAND ST, TRD JR. UNIVERSIT

a. 44929

с
PREFACE.

The Fifth Reader of the Graded-School Series
is intended for the highest classes in such schools.

The selections are mostly new, and are such as
will serve for drill in all styles of reading. Some
standard selections have been retained, simply be-
cause no reader of this grade can be considered
complete without them. A reader which should
be limited in the range of its selections to such
as had not been previously used, would exclude
the finest specimens in the English language.

The lessons of this reader are, we believe, of an
unusually high moral and religious character; yet
great care has been taken to omit every sentiment
that might be offensive to the religious or political
views of any citizen. The rights of all in our
common schools have been carefully respected.

The illustrations have been drawn and engraved
with unusual care, and it is hoped that they will
do much to awaken interest.

This series of readers has been several years in
preparation, and credit is due to Mr. Andrew Freese,
Mr. John Hancock, Mr. N. K. Royse, and Mr. R. W.
Stevenson, for advice and for assistance in their
preparation.

COPYRIGHT, 1875, BY WILSON, HINKLE & CO.

Suggestions to Teachers.

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1. The selections in this book have been arranged with reference to their supposed difficulty as elocutionary exercises; but the thoughtful teacher will choose such a selection as best illustrates the instruction inte ed or desirable

be given. 2. Review frequently the subjects treated of in the Introduction. In order that no subject may be neglected, make it a rule to pay special attention to some one subject each day.

3. Study each lesson carefully before assigning it, that you may be able to place clearly and definitely before the pupils the points which you wish them to study, and that you may also manifest a lively and inspiring interest in the preparation which you wish them to make.

4. The italicised words in the “Exercises whose correct reading the meaning of the sentences in which they occur mainly depends. Practice these exercises before assigning them as lessons, and select other passages yourselves, underscoring important words.

5. When assigning a lesson, point out, and require the pupils to mark, such words as you may select for spelling, analysis, and definition. Pupils should be taught to define words from their use, to infer their meaning from the context. After they have written their own definitions, let them consult a dictionary to test their correctness.

6. Special attention should be given to the etymology of words, that pupils may know their derivation, and thus more

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