Pronounce these exercises, beginning with the single vocals-ā, ä, Ô, ǎ, giving each distinctly and with force; then give the sound of b with a like distinctness and force, after which prefix it to the vocals, as shown in first line of Exercise I, and utter the combinations, thus— bā, bä, bô, bă. In the same manner go through with each Exercise. Also pronounce the combinations in columns, from top to bottom, thus-bā, dā, gā, jā, wā, vā, thā.

With these exercises as models, unite the consonant sounds with the sounds of e, i, o, u, oi, and ou. Change the exercise, by uniting each correlative couplet with each vowel-sound, as in Exercise III, following:

NOTE.-The "&c." at the end of each line means that the combinations of the consonants with the vowels are to be continued through all the vowel-sounds.

These combinations are good examples for elementary Phonic spelling, i. e., spelling by the sounds of the letter, and not by their names, as shown in Exercise IV.

The words placed over the Reading Lessons in this book are the new words of the lessons, and are to be pronounced by the class, at the reading recitation, before reading.

The reading lesson should be studied as carefully as any other lesson. The objects sought in the study should be To BECOME FAMILIAR,

1. With the form, pronunciation, enunciation, and meaning of every word in the lesson;

2. With the subject of which the lesson treats;

3. With the thoughts and illustrations used to exemplify the subject, and

4. With the use of the language of the lesson, so as to express its meaning, as though the thoughts were the pupil's own.

The class should be examined in the reading lesson before reading. One very good way to do this is to call on some one of the class to rise, and, in his own language, give the substance of the lesson. If he fails to give a full synopsis, let some other pupil complete it. If a better synopsis can be given, or if it can be given in better language, by another pupil, let it be done. The examination can be varied by abruptly stopping the one giving the analysis, and calling on some other one to complete it; and then, perhaps, by stopping this one, and calling on a third, and so on. Questions should also be asked, calling

attention to particular parts in such a manner as to elucidate the subject, and give the child conscious possession of the full meaning.

It is not necessary that a whole lesson should be read at each recitation. A single paragraph so taught that each child can read it correctly, is far better than a whole lesson carelessly read. The main object of a reading exercise is not to pass over as many pages as the time will allow, but to improve in the art of reading.

Let the teacher explain whatever is too difficult for the child to understand, and SHOW HIM, BY EXAMPLE, HOW THE LESSON SHOULD BE READ.

RULES FOR READING.

[To be observed by the pupil in studying and reading his lesson.]

RULE I.-Study carefully the form and meaning of each WORD. RULE II.-Study well the meaning of each SENTENCE before attempting to read it aloud.

RULE III.-Read the lesson ALOUD before the recitation, so as to be familiar with the sounds of the words and sentences.

RULE IV.—While reading, stand erect, and hold the book in the left hand.

RULE V.-Pronounce each word correctly and distinctly, giving each letter and syllable its proper degree of importance.

RULE VI.-Read as though you were uttering your own thoughts.

PUNCTUATION MARKS.

These are signs used in writing to make the meaning more clearly understood. Their forms and names are as follows: