Putnam, Samuel. Sequel to the Analytical Reader: in which the original design is extended so as to embrace an explanation of phrases and figurative language. Portland: Shirley & Hyde, 1828.
Preface
In presenting to the public the Sequel to the “Analytical Reader,” we wish to state somewhat at large the objects, which we have attempted to accomplish in the following pages, both as preparation for using the book, and that the advantages, if any, which it possesses over Reading Lessons constructed on the usual plan, may be fairly apprehended. Experience has abundantly confirmed us in the belief, that a mere compilation of Lessons, however well selected or judiciously arranged, does, in some important respects, counteract its intended effect—strengthening and enlargement of the youthful mind.
Miss Edgeworth, throughout her books, maintains this fundamental principle—“that ideas should always be clearly connected with words, that the advancement from the known to the unknown should be in an obvious and intelligent connection, and that the most exact conformity should be preserved between the knowledge, which the mind acquired, and the vocabulary which expresses that knowledge.” Some of the selections of Reading Lessons, which have met our eyes, were written with a design altogether above the reach of the young scholar. They contain facts above his power to understand, and allusions to which he never formed an idea. Didactic essays form the great mass of two or three of our most popular reading books. They may convey much profit to a mature mind; but to promote the intellectual growth of young persons, or to make them good readers, these selections essentially fail. In other instances, a composition may be on a level with the reader’s comprehension, but being unsupplied with any thing to direct him in further inquiries, or by which he may indulge in new associations, after two or three perusals, he loses all interest—the piece becomes dry and unprofitable. The Instructer [sic] in his multiple labors, if he has the ability, has not always the time to supply new sources of interest, or add explanations and comments. It ought not to be, as we conceive, the great design of a reading book to furnish a manual by which to pronounce words accurately, to learn the difference between a comma and a colon, or to measure sentences with the proper rise and fall of the voice. The grand object should be, to give the scholar a permanent interest in the exercise—to inspire him with a relish for understanding what he reads.
But if a composition becomes insipid after two or three perusals, or if the meaning of any of its parts cannot be apprehended without great difficulty, the progress of the scholar is retarded, and his mind may even receive an influence whose bad effects shall last through life. But if he goes through the exercise rationally and with interest, many of the minor excellencies of a good reader will be attained. Children are usually led to employ bad inflections, by being compelled to read what they do not understand. If they take that interest in the exercise, which is the result of thoroughly understanding it, the tones are almost invariably well modulated and natural.
Entertaining these views, we have attempted in the Analytical Reader, but more especially with the sequel, to present some Reading Lessons, which will not lie open to the objections, which we have pointed out.
For this purpose, we have confined the text of nearly all our selections to the left hand page, thus reserving one half of the space to the various objects which we will now proceed to designate.
[. . .]
With regard to the rules, which have governed us in our selection of pieces, we have but few words to say. Whenever we have found a composition, which we thought calculated to interest the minds of children and youth, and which at the same time conveyed correct moral sentiments, we have adopted it.
Simplicity of style and directness of language, when united in the narrative form, present the strongest attractions to immature and expanding minds. At the same time, we have carefully excluded everything written in a style of loose morality or bad taste. All the moral effect of the book, we earnestly hope, will be on the side of virtue and religion. As the pupil is learning to pronounce words correctly, and is treasuring up useful thoughts, and materials for reflection, a more important object will be gained, if his heart becomes deeply interested in the cause of humanity, and in the principles of Christian religion.
We had nearly completed our labors, when we first saw a copy of the “Classical Reader” of Messrs. Greenwood & Emerson. We immediately availed ourselves of two or three extracts from this valuable and highly interesting selection, for which we return our acknowledgements to the Compilers.
Our book, whatever its excellencies or defects, we submit to the candor of an intelligent public. In our capacity we have attempted something for the great cause of popular education. With the excellencies of the plan we are fully satisfied. What its execution is, must be left to the decision of those interested.
CONTENTS
Manner of the Book
Table of Vowel Sounds
Introduction—Fundamental Principles of Good Reading
Appendix