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DESIGNED AS A SEQUEL TO SANDERS' FOURTH READER.

PART FIRST,

CONTAINING FULL INSTRUCTIONS IN THE RHETORICAL PRINCIPLES OF READING
AND SPEAKING, ILLUSTRATED BY NUMEROUS EXAMPLES.

PARTS SECOND AND THIRD,

CONSISTING OF ELEGANT EXTRACTS IN PROSE AND POETRY WITH
EXPLANATORY NOTES.

FOR THE USE OF ACADEMIES

AND THE

HIGHER CLASSES IN COMMON AND SELECT SCHOOLS.

REVISED AND ENLARGED.

By CHARLES W. SANDERS, A. M..

AUTHOR OF "A SERIES OF READERS," "SPELLER, DEFINER AND ANALYZER,"
"ELOCUTIONARY CHART," ETO.

NEW YORK:

IVISON, PHINNEY, BLAKEMAN & CO.,

CHICAGO: S. C. GRIGGS & CO.

HARVARD
UNIVERSITY]
LIBRARY
MAY 18 1957

5771

Entered, according to Act of Congress, in the year 1859, by
CHARLES W. SANDERS,

In the Clerk's Office of the District Court of the United States for the
Southern District of New York,

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PREFACE

TO THE

REVISED EDITION.

THE FIFTH READER, of which the present is a revised and enlarged edition, differs from the preceding numbers of the Series chiefly in offering a wider range of instruction in the principles and practice of good reading. In aim, mode and spirit, it is one and the same precisely with all the other works in this department of education, at present so extensively and favorably known in the schools, as "Sanders' Series of Reading Books."

To those, therefore, who are familiar with the earlier numbers of the Series, all explanations of the plan of instruction. adopted in this book, would be superfluous. For the sake of others, however, it may be proper to specify, in this place, some of those features of the plan, which are the most prominent, because they have been found to be the most useful.

In the first place, it assumes, that the principles, which, in Reading, as in every other Art, always underlie and regulate the practice, must be clearly understood, before they can be intelligently applied; and, accordingly, the student is conducted through a course of Exercises in the science of Elocution, carefully adapted to the intellectual wants of youth, and yet well suited to the exigencies of the school-room. By this

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