PREFACE. THE present work--which is the Sixth in number, and the highest, of the United States Series of Readers-has been prepared with special reference to Rhetorical and Elocutionary Instruction, through the medium of the reading lessons which it embraces. If we study Nature, the only true guide to a correct elocution, we shall find that all the essentials of good reading and speaking, such as the time, the force, the pitch, the emphasis, the quantity and quality of the tones, and the inflections-all, in fine, that go to make up expression—vary, in the thousand shades of meaning which they picture forth, according to the character of what is read or spoken; for a true elocution is the natural expression, in words, of thoughts, sentiments, and feelings. In plain narration and description, and in writings purely didactic, in which emotion bears no part, the principles and rules of expression are few, simple, and easy; but the writings, even in these three departments, are very few into which emotional appeals do not enter; and, when we pass beyond the very plainest kind of prose composition, we find figures of speech and figures of thought, which are intended to give force, expression, ornament, and grace to style, scattered in endless profusion throughout all language. If we know not the meaning of such figures, how shall we be certain that we give to them their proper expression? If they are really the chief exponents of the thoughts and feelings designed to be expressed by written language, we may well ask, what thoughts and feelings are they intended to express? And as they are all based upon truly philosophical principles in human nature, it becomes those who would use them aright-that is, who would either read or write understandingly-to know what their fundamental principles are. In the Fifth Reader we were careful to introduce reading lessons that contained numerous examples of the more prominent figures of speech and of thought, such as the Simile, Allegory, Personification, Apostrophe, etc., with such brief explanations of them, and of other principles of figurative language, as we thought adapted to pupils of the class for whom that Reader was intended, designing thus to prepare the way for the present more systematic elucidation of the whole subject. In the present work we have aimed to take up, in their natural order, the leading kinds of composition as they are affected by figurative language. Hence Narrative, Descriptive, and Didactic writings are briefly explained, and reading lessons in them are first introduced, inasmuch as these three departments stand in the 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 I. Negative Commands (Bible); II. Declaratory Precepts (Bible); III. Instructive Advice: IV. Instruction: Enduring Records (D. WEB- VI. INTERROGATION AND EXCLAMATION. 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- I. The Life of Man (BEAUMONT); II. Succession of Human Beings; III. Death of the Young and Fair; IV. The Flight of Time; 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 Virgil compared (ADDISON); V. Cowper and Thomson compared (PROF. WILSON); VI. Catiline and his Conspirators (CICERO); VII. 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 I. God's Promise to Israel (Bible); II. The Swiftness of Camilla (VIRGIL); III. Description of a Battle (POPE'S HOMER); IV. Satan's |