same relation to all written language that the four fundamental rules in Arithmetic hold to all Mathematics. The Correct Uses of Words and the "Origin of Figurative Language" are next considered, and the natural outgrowth of figures of speech is shown from inherent principles in language. Then follow, in separate divisions, brief explanations of these figures, with numerous illustrations, and separate reading lessons under each head, embracing Interrogation and Exclamation, as Figures of Thought; Simile; Allusion; Metaphor; Antithesis; Allegory and Fable; Hyperbole; Ridicule, Wit, Satire, and Irony; Personification; Apostrophe; Vision; Dialogue; Repetition, etc. Then follow brief disquisitions upon the Eloquence of Popular Assemblies, the Bar, and the Pulpit, with illustrative reading lessons under each. The principles of Poetical Composition are next explained and illustrated, and Miscellaneous Examples close the volume. Although the space that could be devoted to these subjects in a Reading Book of the present size is necessarily very limited in proportion to what their importance would demand in any thing like a full exposition of their principles, yet it will probably be thought sufficient for the class of pupils for whom this work is intended, inasmuch as it has been sufficient to enable us to introduce a very great variety in the reading lessons. Indeed, the PLAN itself almost necessarily requires a far greater variety of superior selections, illustrative of the scope of our language, than would be likely to gain admission into any other kind of Reading Book. And while our leading purpose has been to give the most appropriate lessons in reading, they are arranged on a basis that will certainly teach something of the structure of the language, and at the same time do much to develop its rhetorical and elocutionary principles. In this we have carried out the original design which has characterized all our Readers; which was, while making the subject of good reading paramount to all others, to make the reading lessons at the same time the vehicle of as much useful information as possible. In the present work, the subjects introduced, instead of confining that information to lessons upon character, and morals, and duty, and science, and useful knowledge in general, extend it to the principles of RHETORIC, CRITICISM, ELOQUENCE, and ORATORY, as applicable to both prose and poetry, and as illustrated by the best models of English composition. We have endeavored also to extend the utility of the reading lessons in other respects: first, by such explanatory notes as may be needed to give to each selection a degree of completeness in itself; and, secondly, by continuous selections, when practicable, bearing upon one subject, as may be seen in the divisions entitled "Eloquence of Popular Assemblies," "The Bar," "The Pulpit," etc. In fine, with the principles of good reading as the basis, we have endeavored to crowd into the work as much INSTRUCTION as our limited space and the wide range of subjects would allow. CONTENTS. I. Minor Qualities of Style.... II. The Elements of vocal Expression: Melody... III. General Principles which govern the Inflections, and Rules for their XV I. Negative Commands (Bible); II. Declaratory Precepts (Bible); III. Instructive Advice; IV. Instruction: Enduring Records (D. WEB- a. Those Lessons designated by Italics are in poetry. XXXI. Interrogation and Exclamation as Figures of Thought..... Adapted. 99 God's Wisdom and Power, and Man's Weakness and Ignorance. Bible. 102 I. Fraternal Concord (Bible); II. The Minds of the Aged; III. Con- cealed Love (SHAKSPEARE); IV. Piety agitated with Doubts (Par- NELL); V. Love Restrained (SHAKSPEARE); VI. The Movements of Bunyan's Soul (CHEEVER); VII. Death of Henry Kirke White (BY- RON); VIII. Marlborough in Battle (ADDISON). I. The Life of Man (BEAUMONT); II. Succession of Human Beings; III. Death of the Young and Fair; IV. The Flight of Time; V. Time not to be recalled; VI. Death Loves a shining Mark (YOUNG); I. The Oratory of the Ancients (BROUGHAM); II. Poetry in a Dark Age (Edinburgh Review): III. The South American Republics (D. WEBSTER); IV. Bunker Hill Monument (D. WEBSTER); V. Life an Emblem of a Day (Anon.); VI. Human Life a Voyage at Sea (SHAKSPEARE); VII. The Soul (H. MORE); VIII. Malvina's Grief Lesson Virgil compared (ADDISON); V. Cowper and Thomson compared LI. The Sunset Land.. LVIII. Discretion and Cunning.. LIX. The Infidel and the Christian. I. Constancy (MATTHEW PRIOR); II. The People of Israel as a Vine (Bible); III. Wisdom's Call (Bible); IV. The House of Israel as I. Words (MRS. Barbauld); II. The Letter A; III. The Word Cares LXXI. Character of Hyperbole.... LXXII. Brief Examples of Hyperbole.. I. God's Promise to Israel (Bible): II. The Swiftness of Camilla (VIRGIL); III. Description of a Battle (POPE'S HOMER); IV. Satan's I. The Alps Personified (BYRON); II. Slander Personified (SHAK- SPEARE); III. Natural Religion Personified (SHERLOCK); IV. Earth and Nature Personified (MILTON); V. Eve's Address to Paradise (MILTON); VI. Vice Personified (POPE). I. Philosophy and Religion; II. The Reign of Justice (SYDNEY SMITH); III. Unkindness (BURNS); IV. Ingratitude described (SHAKSPEARE); V. King Henry's Address to Sleep (SHAKSPEARE). I. The Nature of Man (R. W. HAMILTON); II. Eulogy on Lafayette (E. EVERETT); III. Ossian's Address to the Moon (M'PHERSON). LXXXVIII. Ode to Disappointment... LXXXIX. "It does Move."-Galileo. XC. Additional Examples of Apostrophe I. Address to the Ocean (BYRON); II. Address to a Comet (E. Ev- I. Scene from Othello (SHAKSPEARE); II. The Meeting of Fitz James and Roderick Dhu (W. SCOTT); III. From Cicero's Ora- tion for Muræna (CICERO); IV. From Cicero's Oration for Milo (CICERO); V. What Good will the Monument do? (E. EVER- ETT); VI. Falstaff's Soliloquy upon Honor (SHAKSPEARE); VII. Joseph and his Brethren (Bible). XCIII. Mrs. Caudle's Umbrella Lecture. I. Cicero against Catiline (CICERO); II. Bunyan in Prison (CHEEVER); III. The Eagle (DR. HOPKINS); IV. Voyage of the |