The pupil who has read the earlier numbers of this series is now prepared to study with some degree of care the peculiarities of style which distinguish the different selections in the present volume. Hence, while due attention must be given to the study of words merely as words,—that is to spelling, defining, and pronouncing,—considerable time should be occupied in observing and discussing the literary contents, the author’s manner of narrating a story, of describing an action or an appearance, of portraying emotion, of producing an impression upon the mind of the reader or the hearer. The pupils should be encouraged to seek for and point out the particular passages or expressions in each selection which are distinguished for their beauty, their truth, or their peculiar adaptability to the purpose in view. The habit should be cultivated of looking for and enjoying the admirable qualities of any literary production, and particularly of such productions as are by common consent recognized as classical.

The lessons in this volume have been selected and arranged with a view towards several ends: to interest the young reader; to cultivate a taste for the best style of literature as regards both thought and expression; to point the way to an acquaintance with good books; to appeal to the pupil’s sense of duty, and strengthen his desire to do right; to arouse patriotic feelings and a just pride in the achievements of our countrymen; and incidentally to add somewhat to the learner’s knowledge of history and science and art.

The illustrations will prove to be valuable adjuncts to the text. Spelling, defining, and punctuation should continue to receive special attention. Difficult words and idiomatic expressions should be carefully studied with the aid of the dictionary and of the Word List at the end of this volume. Persistent and systematic practice in the pronunciation of these words and of other difficult combinations of sounds will aid in training the pupils’ voices to habits of careful articulation and correct enunciation.

While literary biography can be of but little, if any, value in cultivating literary taste, it is desirable that pupils should acquire some knowledge of the writers whose productions are placed before them for study. To assist in the acquisition of this knowledge, and also to serve for ready reference, a few Biographical Notes are inserted towards the end of the volume. The brief suggestions given on page 6 should be read and commented upon at the beginning, and frequently referred to and practically applied in the lessons which follow.