Peor-This is open clean, and fan That in the Primer is large-La the First Reader. I a ze smaller in the Sec mni Reader, the same as in the Fra That of the Thind, sma..er, be not so small as in the Fount Reader, which is the ordinary size This feature must be deemed a matter of much importance. That the print in a Second, should be as small as in a Fourth Reader, which is the case in other series, must be regarded as no inconsiderable ctjection. Pezziavox—An equally serious objection, urged against every series pi bilaned, is that the progression is too rapid This is especially true in passing from the Second to the Third Reader-the Third being quite as elevated, both in style and subjects, as the Fourth Reader. The consequence is, the scholar is soon lost, as it were in an interminable maze. This fault, which is no minor one, has never been regarded as applicable to this Series. The gradation is both easy and natural-the subjects, while they are instructive, are calculated to win the at tion of the learner, and aliure him on, step by step, to that hich is more advanced. Nothing can have a more pernicious influence on the mind of youth, than reading that which they are unable to comprehend. The practice not only begets in them habits of indifference, but, more than that, they acquire a perfect disgust for reading of any description, however interest Ing. CHARACTER OF THE LESSONS.-Purity of sentiment and thought, must be considered of no small importance. While this has been regarded, elegance of expression, chasteness of style, and adaptedness to instruct in reading have by no means boon overlooked. VARIETY.-Another feature, not less important, which characterizes this Series, is the great variety it embraces, both in subject and style. The manner of reading must be adapted to the style of the composition. If narrative, it must be read in the narrative style-if argumentative, then in the argumentative style. Hence the importance of variety. For, if the style of the composition be uniform, that of the reading must necessarily become uniform and monotonous. This is invariably the result in the use of histories for reading books—a practice already too prevalent. SPELLING AND PRONUNCIATION.-Throughout the Series, the Spelling and Pronunciation is uniform-being in conformity with Webster. SANDER'S SPELLING BOOK. This book is designed to be used in connection with the Readers-being taken up soon after the scholar begins the First Reader. It contains many classes of words for spelling, which are often omitted in others, as proper names; the States with their abbreviations and capitals; the books of the Old and New Testaments with their abbreviations; words which are pronounced nearly as well as others quite alike, &c. The instructions in the Elements of Orthography are more complete and easily comprehended than those commonly found in spelling books-being accompanied with a scheme for parsing, by which they are practically applied. In most of the lessons a plan is adopted, by which the scholar is able to learn, to some extent the meaning of the words which he spells a word in one column defining, in part, one in an opposite column. Thus, a bate de crease al lure con cur en tice By this arrangement the words are contrasted in signification, and hence, the differences between the words, in meaning, can easily be pointed out, as well as the resemblance. The words however, can be spelled in the ordinary manner, if desired, since they are as well classified as if not thus arranged. The spelling and pronunciation, are as in the Readers, in accordance with Webster's Dictionary. Therefore, the following inconsistencies, with many others of a similar nature, which abound in books conformable to Walker, are avoided. ling within the parentheses, is as adopted in this book. The spel When there is none thus annexed to a word, the spelling in this book is the same as that in others. Villain, villany (villainy), villanous (villainous)—embassy, ambassador (embassador), ambassadress (embassadress)-embark, embarcation (embarkation)-dependant (dependent), independent-roll, unrol (unroll), enrol (enroll)-will, wilful (willful)-stillness, fulness, (fullness)-recall, enthral (inthrall) from thrall illness, dulness (dullness)--install, instalment (installment)-enter, centre (center)-neuter, nitre (niter)-sober, sabre (saber)-diameter, metre, (meter)-high, height (hight)— highness, heighten (highten)-perilous, marvellous (marvelous) -novelist, duellist (duelist)-equality, equalling (equaling)— scandalous, libellous (libelous,)-cooler, woollen, (woolen) immoveable (immovable), removable, irremoveable (irremovable) -approvable, irreproveable (irreprovable)-ratable, saleable (salable) curable, sizeable (sizable), blameable (blamable)-ensure (insure)-ensurance (insurance)—endict (indict)—en• dorse (indorse)-enclose (inclose)-aught, nought (naught)rackoon (raccoon)—visiter (visitor)—instructer (instructor)— riband (ribin)—expense, from the Latin expensum, offence (offense) from the Latin offensus, offensive-correction, connexion (connection)-stupify (stupefy), stupefaction-flax, axe (ax)— honour (honor), honorary-musick (music), musical, &c. &c. From the foregoing, it is evident that this spelling, to say nothing of pronunciation, is not only more uniform than in books founded on Walker's Dictionary, but also more nearly agrees with present practice. GENERAL RULES FOR SPELLING, which are quite uniform in their application, are given on the last two pages of the book, to which reference is to be made while spelling the preceding lessons. By a proper attention to those RULES, the spelling of large classes of words, which is of ten mistaken, will be readily acquired. The efforts of the Author, in preparing this Series, have thus far met with a hearty response from the friends of education, in the generous patronage they have extended to the works-having been adopted in the schools of Cincinnati, Brooklyn, Pittsburgh, Rochester, St. Louis, Detroit, Cleveland, Dayton, Columbus, Thirty Counties in the State of New York, etc. etc. etc. It may here be mentioned, moreover, that the best evidence of their merits, is evinced in the attempts that have been made, and are making, to imitate them, in some cases by issuing new books, but mostly in remodeling old ones. RECAPITULATION. Some of the particulars wherein these books, as a series, excel, are as follows: 1st. The Primary Books contain more reading, composed of easy words—there being ninety pages made up of monosyllables. 2nd. The most difficult words of the reading are formed into spelling lessons. 3rd. The Spelling Lessons precede the reading in which they occur. 4th. In the Third and Fourth Readers, the most difficult words are DEFINED, in a general and literal sense. 5th. The PROGRESSION from one book to another is more regular, gradual, and philosophical. 6th. The lessons are better adapted to interest and instruct, and at the same time suited for the purpose of teaching reading. 7th. The Practical and judicious use of PICTURES, calculated to assist, not retard the efforts of teachers. 8th. The Practical and Elementary instructions in the Rhetorical principles of reading and speaking, being those of our American Author, Dr. Porter. These are deduced from Nature itself, and calculated fully to elucidate what is requisite to read, or speak, with propriety-not to serve as a mere arbitrary Guide, having no foundation in nature. 9th. In the exercises for reading, the Rhetorical notation is adopted only where there is a liability to err, or in passages peculiarly illustrative of some Rhetorical principle. 10th. Questions are placed at the end of the reading lessons, as to the proper inflections, or other modulations of the voice, requisite to be used in reading with propriety. 11th. References are made to the Rhetorical instructions of the former part, and the scholar is required to apply the principles there stated to the lesson before him. 12th. Words are divided into syllables in the 1st and 2nd Readers, but in the 3d and 4th only where there is a liability to mistake thus requiring the exercise of the scholar's judg ment in ordinary cases, and rejecting the puerile practice of always doing it for them. 13th. The PRINT is more full, clear and distinct, gradually diminishing from the large print of the Primer to that of ordinary size, as found in the Fourth Reader. 14th. A greater variety will be found both in subject and style, than is usual in books of this character. 15th. The spelling and pronunciation is uniformly that of Dr. Webster. THE PUBLISHERS deem it proper to state, that no books have been received by the Public with greater favor than those of Sanders'-they are adapted to all classes, from the abecedarian to the most advanced classes in our Schools and Academies, and it is believed the lessons will be found much more regularly progressive, and instructive than those of any other Series extant The SPELLER, it may be safely said, has no equal in value and intrinsic merit, among the numerous works of its class, claiming the patronage of the American people; the same, may with propriety be said of THE PRIMER, both are used exclusively in the Public Schools of Cincinnati, and the entire Series in those of Pitsburgh and Dayton, and have been extensively introduced in each of the States of Ohio, Indiana, Illinois, Kentucky, Missouri and Michigan. In the Empire State, (N. Y.) so distinguished for her excellent system of Common Schools, and well endowed Academies, SANDERS' SERIES have received the recommendations of the principal Deputy Superintendents, and Teachers' Associations, and been generally adopted. TESTIMONIALS From hundreds of PRACTICAL TEACHERS of the highest respectability in all parts of the Union are before us, giving unequivocal testimony that Sanders' School Books are superior to any of a similar kind. We subjoin some specimens From the Rev. B. P. Aydelott, D. D., President of Woodcard College, and Presi dent of the Board of Examiners and Inspectors of Common Schools, Cincinnati. Sanders' Series of School books, consisting of six volumes from "The Primary School Primer" to the "Fourth School Reader," were placed in my hands for examination. They are very neatly executed in all that belong to the printer, engraver, and binder. The matter has evidently been selected with great care, both in respect to the intel lectual and moral instruction of the pupil. It would be invidious to compare this Series with others before the public, but this may with propriety be said, that I know no: upon the whole a better set of school books. The great number of new text books continually brought before the public is much complained of, but it is only by such continuous effort we can ever arrive at that perfection, at which it is alike cur duty and our interest to aim. A vast improvement has certainly taken place in this department of education within the last thirty years, and I believe it will rarely be found that any school book, which has attained to a respectable circulation, is not in some respects better than any that has preceeded it. Copy. (Signed) B. P. AYDELOTTE. Woodward College, Jan. 3, 1843. From the distinguished instructor F. G. Carey, A. M. Principal of Pleasant Hill Academy, near Cincinnati. When I received the series of school readers by Sanders, my impression was, that there was no demand for any further addition to the many already in use. And under this impression I took up this series, and, after a critical examination, am constrained to say that it was entirely removed. I unhesitatingly give this series of books my decided preference, and as the best evidence of my regard, have introduced it, together with Sanders' Speller, into my institution. Some of the points among the many that might be mentioned that prefer its claims to superiority, are, 1. It is more regularly progressive in its character, and consequently better adapted to the mind in its various stages of advancement-an element of the first importance in a series of school books. 2. The contents, embracing selections of a high literary character, and decided moral tendency, from a great variety of authors, principally American, are more deeply interesting to the young than those of most |