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II. HINTS TO PUPILS.

1. Stand erect when you read, and hold the book in your left hand, high enough to bring the head erect. 2. By frequent inhalations, keep your lungs well filled. with air.

3. Read loud enough to be easily heard by every member of your class. If possible, look over the advance lesson before the hour of class drill.

4. After the class drill at school, read each lesson by yourself at home. You can become a good reader only by patient and persevering practice.

5. If you have any marked faults in reading, you must endeavor to correct them by self-culture out of school.

6. Enter into the spirit of whatever you read, and read it so as to convey that spirit to those who listen.

7. Think about the meaning of what you read. Refer to the dictionary for the definition of any word you do not fully comprehend, or for the pronunciation of any word with which you are not familiar.

8. Listen attentively to the reading of your teacher, or of the best readers in the class, and try to imitate their style of reading..

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9. Train yourself to the habit of raising your eyes from the book to look at the teacher or the class. is a matter of politeness to look at those to whom you speak, or to whom you read. As you approach the end of a sentence, glance your eye along the words in ad vance of the tongue, and then complete the sentence without looking on the book. It is a good plan to practice this by yourself before a mirror.

10. Endeavor to become so familiar with the diacritical marks that you can find out, for yourself, from the dictionary, the pronunciation of any word without referring to the key, the table of sounds, or the teacher.

III. PRELIMINARY BREATHING EXERCISES.

Concert drill exercises in articulation and pronunciation should be preceded by short breathing exercises. These may be conducted in a great variety of ways, of which only a few are here indicated. The length of time in inhaling or exhaling may be regulated by the rise or fall of the teacher's hand.

1. Stand erect; feet firm; body braced; shoulders well back; arms akimbo.

2. Inhale slowly through the nostrils for five seconds; exhale slowly through the nostrils for five seconds. Repeat five times. Regulate the inhaling and exhaling by the rise and fall of the hand. In inhaling, fill the lower part of the lungs and do not elevate the shoulders.

3. Take a similar exercise, prolonging the time, first to ten seconds, next to fifteen seconds, and finally to twenty seconds.

4. Inhale; exhale slowly, giving, in a soft whisper, the sound of "Ah!" prolonged for five seconds; ten seconds; as long as possible.

5. Inhale; exhale slowly, giving the sound of long o, in pure tone, prolonged for five seconds; next for ten seconds; then for fifteen seconds; and finally, as long as possible.

6. Inhale; exhale slowly, giving for ten seconds the sound of long e; of Italian a; of long 00.

7. Inhale; repeat, in monotone, the long vowels, a, e, i, 0,, until the breath is exhausted.

8. Inhale; count, with one breath, to 10; next, to 20; then, to 30.

9. Repeat, in one breath, the letters of the alphabet. 10. Inhale slowly; exhale slowly, giving the sound of liquid prolonged for five seconds; ten seconds; fifteen seconds; twenty seconds; next, the sound of m; of n; of r.

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II. ILLUSTRATIONS OF VOCALS.

I. The long sound of a.

Marked with a macron, thus-a. The equivalents of long a are also included. Avoid prolonging the vanishing e sound, thus-ma-eed for made.

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Marked with two dots over it, thus-ä.

provincialism of haf for hälf, laf for läugh, etc.

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III. The broad sound of a.

Marked with two dots under it, thus-a. Avoid the two extremes: (1) That of giving a the sound of short o, as ŏll for awl, etc. (2) That of making a equal to two syllables, as aw'ul for all, caw'ul for call, etc.

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Marked with a breve, thus-ă. Avoid giving short a, as in ǎt, the sound of intermediate a, as in ȧsk, or of Italian a, as in älms. Say ănd, not and; ăn ́swer, not än'swer, etc.

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Marked with a circumflex, thus-â. Avoid the two extremes: (1) That of giving it the sound of Italian a, as chär for châir, thär for thêre, etc. (2) That of long a, as ea ́er for eâre, tha ́er for thêre, a ́er for âir, etc.

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