38. Account of Alexander Selkirk,

39. Verses in the Character of Alexander Selkirk,.

40. Bruin the Bear and Renard the Fox,

INTRODUCTION.

IN learning to read, as this phrase is popularly used, two things are to be accomplished. The first is to become familiar with the printed or written words of the language, and with their meanings, so as to recognize both at sight. The second is to acquire a ready power of producing the words of the spoken language, and of communicating thereby the meaning of sentences. These two objects are entirely distinct. They relate to very different matters as different as form and sound. They exercise different faculties as different as sight and memory from hearing and speech. It cannot, then, be reasonably expected, that the same exercise which is best adapted to accomplish đne of these objects should also be the best suited to secure the other. The fact is quite the contrary, as every one knows who is competent to judge of the matter. The attempt to accomplish both these purposes, in the exercise of reading aloud, is found to produce a dull, mechanical, and unimpressive style of reading — a mere calling of words. The forms of the words may be learned from the spelling book, or from any printed page. This is the business of orthography, and may be furthered by various devices. The reading lesson may be used, the pupil being required to pronounce the first word in every line, or the last word, or all the words in any line, in reversed order, from right to left. Especially should every line containing "hard words” be practised in this way. But at any rate, let the process be varied as it may, so long as the pupil's attention is sure to be attracted, in reading, to the letters, the syllables, in short, the form of the word, let it be confined to that alone. Let the word be relied upon to suggest its meaning, not its meaning to suggest the word.

The next step in the preparation of a reading lesson is to become familiar with the meaning of it, both as a whole and in particular