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To me are glaci i kunu that itu
auch? has he ered anything about (print, INTRODUCTION hore.? NOZU very elegans TO THE 2. Inger them frono
No one will deny that a ready and exact enunciation is a
ness and accuracy can be best attained by a thorough drill
Every intelligent and unprejudiced mind will welcome any
Most who thus mar the English are unconscious of their
Before calline tarona erejle, toaller a fire ilement les no he pire that he is bore. pared the site, li diamalla
EDWARDS'S SIXTH READER.
collocations of words, until they become loyal to well-spoken
Nor is it to those alone whose enunciation or pronunciation
of this,—that, before calling upon a pupil to utter a given
2. The teacher may need to exercise some care and
and “kay" for the last sound. The aim has been to make in the “Lessons” explicit on this point.
3. ALLOW NO FEEBLE WORK. In recitation, the pupil 1 3 should stand erect, have the lungs well supplied with air, and utter each element forcibly. Repetition is all-important; but o repetition with inaccuracy is almost an unmixed evil. Before, as well as after, analyzing a word, the pupil should pronounce it with all the clearness and precision he can command. If it be a polysyllable, still more repetition is recommended; thus,—"melody; měl mel To melod i di melody.”
4. The manner of beginning with a class, and especially where the exercise is a novelty, must be left to the judgment of the teacher. A concert exercise may be judicious, as tending to remove the feeling of awkwardness and to beget confidence. After a lesson or two, however, there should be
hath row evic khas almost unmixer ANALYTICAL SERIES.
? a doubtful
are h write at her home.
already established in every pupil's mind a feeling of personal
5. Phonic writing is a valuable aid to both teacher and
6. To use the characters proposed involves a mastery of
whatever of novelty and uncouthness it may present to the
we have reason to think that more teachers are already some-
7. No good teacher will omit to give explicit directions in
Howtortunatę aurace horrinh good compositor! Luplove it ech nesh into"! olenpora! g.
8. While marking the errors found in a written classexercise, the teacher will do well to make a list of such as are most frequent or most important, in order that to these he may call the attention of the entire class. After reasonable time has been allowed, every pupil will be called on to state how each word that he finds marked by the teacher should have been written.
Are we to inter that breathenia's sirt ca morros
REMARKS UPON THE CHART.-The foregoing Chart is not strictly phonetic. T, c, s, h, and have each at least two offices. The imperfection thus existing is fairly shown by giving, as we ought to do in phonetic writing, to each of the letters, t and h, in the word nevertheless, its appropriate value, nev-ert-he-less; or how shall it be known whether b-r-e-a-t-h-e-d is to be pronounced breathed or breat-hed. This evident ambiguity may be removed by separating every word not a monosyllable into its syllabic elements. To avoid this labor, as well as the writing of digraphs (double forms), single characters may be substituted.
This suggestion is acted upon in Lesson X., where is placed for ch. Substitutes for th, th, sh, and zh can readily be devised, thus lessening the time and space required for the phonetic writing.
Though the compound elements oi and ou are not correctly represented by the component parts of these digraphs, yet, as it is found that no ambiguity can arise from the use of these forms, when once the power of each is known, they have been suffered to stand.
ERRATUM.— The principal statement made in the fourth paragraph of Lesson XXI. is not without exceptions, chiefly derivatives from words ending in r or re; thus, pouring, paring, parent, deploring, etc., have r preceded by a long vowel