3. Questions on the emphases, inflections, quality of voice, &c., required to express the ascertained thought and emotion. For the purpose of illustrating this, several of the selections, representing different classes of composition, are analyzed at length in the book. The questions in these analyses, although somewhat minute, are yet by no means exhaustive. They are intended to indicate the kind, rather than the extent, of the work which the teacher is to do. A number of other selections are accompanied by briefer lists of suggestive questions. The selections in the book have been made with great care, and are believed to be well adapted to their purpose. Many of them are marked by high excellence as literary productions; many breathe a spirit of lofty patriotism; many are fitted to charm by their beauty; some are calculated to amuse while they instruct; and all, it is thought, are within the pale of good taste. Some are well known, and are inserted on account of their unwaning merit; many are new, and not at all inferior to the older and better known. Copious notes are appended, which will be found useful in the explanation of biographical, historical, and other allusions. They have been written with care, and aim to give, in a small compass, as much as possible of what is worth remembering. Where access can be had to reference books, these notes may be extended by the pupil. Or the teacher may impart additional information on the subjects of them, -provided the pupils are required to remember and reproduce what is thus imparted. The article on the phonic analysis of the language is believed to be more thorough, accurate, and philosophical than articles on that subject usually are. And the compiler takes pleasure in accrediting it to Professor Thomas Metcalf, of the Illinois Normal University, whose assistance in the preparation of that article, and in a careful reading of the proof-sheets, has been of great value in imparting to the book whatever of merit it has. NORMAL, ILL., January 1, 1867. R. E. Object of the Analysis-Suggestions to Teachers on the Use of the I.-F, long e, and t. II.-Phonic Representation. III.-Cognates. Vand d-Distinction between Sonants and Non-sonants. IV.-- P and b-Italian a-Broad o. V.-C, q, and x-Long o-Long 00. VI.-S and z. VII.-Vowels and Consonants. VIII.-Short, or Explosive, Vowels. IX. -Th, Breathed and Sonant-Short oo. and y. XVI.-Ng, l, m, n, and r. XVII.-Hand wh. XVIII.— 18-40 .... 4. The Participators in the Boston Massa- cre,.. John Hancock,......... 54 5. Our Heroes Shall Live,...... Henry W. Beecher,...... 55 Analysis of the Same,... 15. The Planting of the Apple Tree,...... 16. The Grateful Lawyer,...... 18. Truth and Truthfulness,.... 26. The Power of God,. 34. Nothing Lost in Nature,.... 37. Traditions of the Natchez,.... 40. The Same Subject Continued, 44. The Same Subject Continued, 48. Abraham and the Fire-worshiper. 54. Reminiscences of John Brown. 56. How to Conquer a Bully,...... 57. Character of Abraham Lincoln,. 58. The End of the Great Rebellion, 59. Keep it Before the People,. 60. A Legend of The Red, White, and 61. Charles V. and Martin Luther,. 64. The Highland Light-house,. 74. Peculiarities of Lord Byron,...... 75. Death of Lord Chatham,.... 76. Paul Revere's Ride,.... 77. Alexander and The Robber,... |