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READING AND SPEAKING.
FOR THE HIGHER CLASSES,
PUBLIC AND PRIVATE SCHOOLS.
BY SALEM TOWN, A. M.
SANBORN & CARTER.
HARVARD COLLEGE LIBRARY
FEB 12 1932
Entered according to Act of Congress, in the year 1847,
STEREOTYPED BY THURSTON AND CO., PORTLAND, ME.
IMPROVEMENT is characteristic of the present age; and especially is this true in respect to the preparation of school books. The author, therefore, has no apology to offer, for presenting this revised edition of his former Third Reader, with its present title, except that he desired to make such additions and improvements as would be calculated to render it more permanently useful.
That philosophy which teaches us to follow in the beaten path, because it is most familiar, is erroneous; since its tendency is to put an end to all progress in knowledge.
A primary object, in presenting this work, has been to furnish a thorough and systematic course of reading, and to lead our youth to a more careful and critical study of its principles. The author believes that reading is a science founded upon principles peculiar to the constitution of manthat the principles of good reading, are as unchangable as those of the natural sciences. If, therefore, these principles are not perfectly understood and correctly applied, it is not from any imperfection in them, but from a want of knowledge and experience on our part.
As aids in carrying out the plan of this book, the most popular works upon elocution have been consulted. The first part consists of rules and observations, with pertinent and copious examples to illustrate them. These are presented in as clear and brief a manner as possible, so as not to weary the learner by their prolixity, nor embarrass him by their philosophical minuteness.
The course commences at the very foundation of elocution—the elementary sounds of the language-and gradually advances through all the departments of vocal culture, to the most intricate principles of elegant reading and speaking.
The views of Dr. Porter, the great pioneer in this department of learning, and author of the Rhetorical Reader, have generally been adopted, while at the same time, the deficiencies found in that excellent work-which doubtless would have been supplied, had the author lived-have not been overlooked in this.
The subject of expression, which is very often omitted in reading books, is made a prominent topic, and such principles have been presented, and examples selected, as it is thought, cannot fail to show how much beauty and force may