﻿APPLETONS' SCHOOL READERS, 



WM. T. UARRIS, LL. D., SupH of Schools, St. Louis, Mo. 

 A. J. RICKOFF, A.M., Sup' t of Instruction, Cleveland, Ohio. 

 MARK BKILEY, A..^., Instructor in Elocution, Yale College. 



CONSISTING OF FIVE BOOKS, SUPERBLY ILLUSTRATED. 



Appletons' First Reader. Child's Quarto. 90 pages. 



In the First Reader the combined word and phonic methods are ad 

 mirably developed and carefully graded. In the first 52 pages (Part I), 

 in connection with beautiful and child-life reading-lessons, are taught the 

 names of all the letters, the short sounds of the vowels, and the sounds 

 of the consonants and diphthongs. In Part II are found a systematic 

 marking of silent letters and the more easily distinguished sounds of 

 vowels, and a continued drill in the sounds of consonants. The aim ia 

 to make the pupil acquainted with the forms and powers of letters, and 

 the sound, construction, and meaning of words. The pictorial illustra- 

 tions have been made a feature not only of unusual attractiveness, but 

 are instructive and interesting adjuncts to the text, as subjects for study 

 and oral exercises. 



Appletons' Second Header. 12mo. 143 pages. 



This continues the plan of the First, and gives a complete table of all 

 the vowel and consonant sounds with their markings according to Webster 

 — "A Key to Pronunciation." Preceding each reading-lesson the new 

 words of that lesson are carefully marked for a spelling-exercise. This 

 Reader gives prominence to the phonic analysis and the noting of silent 

 letters, to the placing of diacritical marks, which must be learned by 

 practice in marking words ; also, to the spelling of words and to sentence* 

 making, using the words occurring in the reading-lessons. 



A.ppletons' Third Evader. 12mo. 214 pages. 



In this Reader the plan of the second is continued, with the addition 

 of some important features, notably the lessons " How to read," placed 

 at intervals through the book. They form the preliminary instruction in 

 elocution which Professor Bailey has developed in this and the succeed- 

 ing volumes in a masterly and unique manner. 



The selection of "comparatively common words," yet such as are 

 easily and usually misspelled, numbering about five hundred, given at 

 the close, is a feature of very great practical value, and answers beyond 

 cavil the question sometimes asked, " Ought not a speller to accompany 

 or precede the series ? " 



[see next page.'] 



