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Barnes' New National Readers

NEW NATIONAL FOURTH READER

by

CHARLES J. BARNES and J. MARSHALL HAWKES

1884

[Illustration: Destruction of Pompeii by Vesuvius.]

PREFACE

It is thought that the following special features of this book will commend themselves to Teachers and School Officers.

The reading matter of the book is more of a descriptive than conversational style , as it is presumed that the pupil, after having finished the previous books of the series, will have formed the habit of easy intonation and distinct articulation.

The interesting character of the selections , so unlike the reading books of former times.

The large amount of information which has been combined with incidents of an interesting nature, to insure the pupil's earnest and thoughtful attention.

The length of the selections for reading , the attention of pupils being held more readily by long selections than by short ones, though of equal interest.

The gradation of the lessons , which has been systematically maintained by keeping a careful record of all new words as fast as they appeared, and using only such pieces as contained a limited number.

The simplicity of the lessons , which becomes absolutely necessary in the schools of to day, owing to the short school life of the pupil, his immature age, and inability to comprehend pieces of a metaphysical or highly poetical nature.

The ease with which pupils may pass from the Third Reader of this series to this book , thereby avoiding the necessity of supplementary reading before commencing the Fourth Reader, or of using a book of another series much lower in grade.

Language Lessons , of a nature to secure intelligent observation, and lead the pupil to habits of thought and reflection. Nothing being done for the learner that he could do for himself.

Directions for Reading , which accompany the lessons specific in their treatment and not of that general character which young teachers and pupils are unable to apply.

All new words of special difficulty, at the heads of the lessons , having their syllabication, accent, and pronunciation indicated according to Webster. Other new words are placed in a vocabulary at the close of the book.

The type of this book, like that of the previous books of the series, is much larger than that generally used , for a single reason. Parents, every where, are complaining that the eye sight of their children is being ruined by reading from small, condensed type. It is confidently expected that this large, clear style will obviate such unfortunate results.

The illustrations have been prepared regardless of expense , and will commend themselves to every person of taste and refinement.

CONTENTS

LESSONS IN PROSE.

1. "I'M GOING TO" (Part I) Charlotte Daly .

2. "I'M GOING TO" (Part II) Charlotte Daly .

3. THE BEAN AND THE STONE

5. AN ADVENTURE WITH DUSKY WOLVES (I) Mayne Reid .

6. AN ADVENTURE WITH DUSKY WOLVES (II) Mayne Reid .

7. THE SAILOR CAT David Ker .

9. THE LION

10. ADVENTURE WITH A LION Livingstone .

11. THE NOBLEST DEED OF ALL

13. THE STORY OF INDIAN SPRING (I) Aunt Mary .

14. THE STORY OF INDIAN SPRING (II)

15. AN ADVENTURE WITH A SHARK

17. A FUNNY HORSESHOE " Christian Union ."

18. THE GIRAFFE

19. THE TRADER'S TRICK

21. ALI, THE CAMEL DRIVER (I)

22. ALI, THE CAMEL DRIVER (II)

23. A QUEER PEOPLE

25. WATER

26. THE HIDDEN TREASURE (I)

27. THE HIDDEN TREASURE (II)

28. THE HIDDEN TREASURE (III)

30. AIR J. Berners (Adapted).

31. A TIMELY RESCUE

33. TRUE COURTESY (I)

34. TRUE COURTESY (II)

35. WHY AN APPLE FALLS

37. THE JAGUAR

38. HOLLAND (I) Mary Mapes Dodge .

39. HOLLAND (II) Mary Mapes Dodge .

41. SOMETHING ABOUT PLANTS

42. FOREST ON FIRE (I) Audubon .

43. FOREST ON FIRE (II) Audubon .

45. A GHOST STORY (I) Louisa M. Alcott .

46. A GHOST STORY (II) Louisa M. Alcott .

47. A GHOST STORY (III) Louisa M. Alcott .

49. THE RHINOCEROS

50. PRESENCE OF MIND

51... Continue reading book >>




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