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to overcome-such difficulties, to the subsequent pages
of this volume, first offering a few

Hints to Teachers and Students.-The work is intended to
serve the learner as a guide to study and book of reference, and
to assist the teacher by supplying exercises compiled from a
great number of different sources, thereby saving the time and
trouble that must otherwise be expended on the search for
examples containing sufficient variety of words and expressions.

It is suggested that the pupil should write out the rhymed
rules as well as the exercises, transcribing both once at least,
and, if possible, afterwards rewriting them from dictation;
this will fix the rules on the memory, and in most cases obviate
any necessity for learning the verses by rote. On coming to a
word the orthography of which puzzles him, the learner is
advised to examine it carefully both in written and printed
characters and to spell it aloud, so as to become acquainted
with the look and sound of the proper letters.

In the case of young or very backward pupils, it may be well
to omit any sentence in the exercises containing particularly
difficult words, until some progress has been made and facility
acquired. It is hoped that the rhymed rules may be of special
use to children.

The small letters attached to words mark the parts of speech
to which such words belong: ar. stands for article; s. for sub-
stantive or noun; a. for adjective; pro. for pronoun; v. for verb;
ad. for adverb; pre. for preposition; con. for conjunction; and
int. for interjection.

A habit of pronouncing words, and hearing them pronounced
properly, has often much to do with spelling them correctly;
people who allow children to say goin for going, must not be
surprised if they omit the g when first they spell the word.

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