3d. а broad; as in ball, dawn, fall, gall, hall, jaw, kaw law, mall, gnaw, pall, raw, saw, tall, vault, wall, yawl, gauze chalk, thaw, shawl, wharf.

4th. a short; as in bat, dash, fat, gat, hat, jam, cat, lad, mat, nap, pat, rat, sat, tan, van, wax, yam, azoth, chap, sand, thank, that, shall, whack.

5th. e long; as in be, deep, feet, geese, he, jeer, key, lee, me, need, pete, reel, see, teem, veer, we, ye, zeal, cheer, theme, thee, she, wheel.

6th. e short; as in bet, den, fen, get, hen, jet, ken, let, met, net, pet, rest, set, ten, vex, wet, yet, zed, check, theft, then, shed, when.

7th. i long; as in bite, dine, fine, guide, hive, gibe, kite, line, mine, nine, pine, ripe, site, tine, vine, wine, size, chime, thigh, thine, shine, white.

8th. i short; as in bit, din, fin, gimp, hit, jib, kit, lit, mix, nit, pin, rip, sit, tin, vill, wit, zinc, chin, sing, thin, with, shin, whit.

9th. ō long; as in bolt, dome, foe, go, hole, joke, coke, lone, mote, note, pole, rope, sole, tone, vote, wove, yoke, zone, choke, thole, those, shoal.

10th. ö middle; as in boot, do, food, goom, hoot, coop, lose, move, noose, pool, roost, soup, too, woo, ooze, cartouch, tooth, booth, shoe.

11th. o short; as in bot, dot, fox, got, hot, jot, cot, lot, mop, not, pop, rot, sot, top, novel, wot, yon, zocco, chop, song, thong, pother, shot, whop.

12th. u long; as in bugle, due, fume, gula, hue, june, cue, lute, mute, nude, pule, rule, sue, tune, yule, zumic, truth, sure.* 13th. u short; as in but, dust, fun, gun, hut, just, cull, lull, must, nut, pun, rut, sup, tun, vulgar, yug, buzz, chub, sung, thumb, thus, shut, whur.

* In the words rule, truth, sure, Worcester sounds the u the same as o in

move.

14th. u middle; as in bush, pudding, full, sugar, could, bull, pull, puss, put, would, butcher, should.

15th. ou and ow; as in bow, down, fowl, gout, how, jounce, cow, loud, mount, noun, pout, rout, south, town, vouch, wound, chouse, mouth, thou, shout.

EXERCISE III.

Combinations of Elementary Sounds, Continued.

RULE 3. In pronouncing the combinations of the sub-vocals and aspirates, great care must be taken, that their sounds may not be slurred nor suppressed.

3. Table of Combinations of Sub-Vocals and Aspirates.

NOTE. This table embraces a great variety of the combinations of the sub-vocals and aspirates. It is recommended that the class pronounce them individually and in concert. The Italic letters denote the combinations whose elements are to be clearly and distinctly uttered.

1. Probe, probes, prob'd, prob'dst, prob'st; bubble, bubbles, bubbl'd, bubbl'dst, bubbl'st; brine, bright; fledge, fledg'd; cradle, cradles, cradl'd, cradl'dst, cradl'st.

2. Glad, gladd'n, gladd'ns, gladd'n'd; dream, drive; amid, amidst; breadth, breadths; deeds, weeds; baffle, baffles, baff'd, baffl'dst, baffl'st.

3. Stiff, stiff'n, stiff'ns, stiff'n'd; friend, phrensy; whiffs, puff'st; fifth, fifths; lift, lifts, lift'st; dig, digs, digg'd, digg'dst, digg'st.

4. Glee, gleam; mingle, mingles, mingl'd, mingl❜dst, mingl'st; grain, grief; clan, cliff; sparkle, sparkles, sparkl'd, sparkl❜dst, sparkl'st; black, black'n, black'ns, blackn'd, black'n'dst.

QUESTIONS. What is rule third, respecting the combinations of the sub-vocals and aspirates? What do the letters in Italics denote ? Pronounce the words in the first example. Articulate the combinations in Italics. Pronounce the words in the second xample, &c.

5. Crime, crick; rock, rock'd, rocks, rock'st; act, acts, act'st bulb, bulbs; hold, holds, hold'st; twelfth, bilge, bilg'd; milk milks, milk'd; whelm, whelms, whelm'd, whelm'st.

6. Help, helps, help'd, help'dst; false, fall'st; health, healths; melt, melts, melt'st; solve, solves, solv'd, solv'st; feels, wheels; seems, seem'd, seem'st, seem'dst, triumph, triumphs, triumph'd.

7. Thump, thumps, thump'st, prompt, prompts, prompt'st ; bend, bends, bend'st; wing, wings, wing'd, wing'st; thank, thanks; thank'd, thank'st; range, rang'd; mince, minc'd; flinch, flinch'd.

8. Month, months; wants, want'st; man's, plans; ripple, rippl's, rippl'd, rippl'dst, rippl'st; deep'n, deep'ns; prince, prance; hopes, hop'st, hop'd; depth, depths; curb, curbs, curb'd, curb'dst, curb'st.

9. Guard, guards, guard'st; dwarf, dwarfs; urge, urg'd; mark, marks, mark'd, mark'dst, mark'st; furl, furls, furl'd, furl'st; form, forms, form'st, form'd, form'dst; scorn, scorns, scorn'd scorn'dst, scorn'st.

10. Harp, harps, harp'd; pierce, pierc'd; burst, bursts; hurt, hurts, hurt'st; hearth, hearths; march, march'd; curve, curv'd, curv'st, curv'dst; spears, spheres, shrill, skill; bask, basks, bask'd, bask'st.

11. Nestle, nestles, nestl'st; list'n, list'ns, list'n'd, list'n'st ; spar, spleen, spray; lisp, lisps, lisp'd; stand, strand; rest, rests, rest'st; length, lengths, length'n, length'n'd, length'n'dst ; thrive, writhe, writhes, writh'd, writh'st; rattle, rattles, rattl'd, rattl'st, rattl'dst.

12. Sweet'n, sweet'ns, sweet'n'd; watch, watch'd, watch'dst; shouts, shout'st; crav'd, crav'dst; rav'l, rav'ls, rav'l'd; sev'n, sev'ns, sev'nth; waves, wav’st, gaz'd; puzzle, puzzles, puzzl'd, puzzl❜dst, puzzl'st; reas'n, reas'ns, reas'n'd, reas'n'st.

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EXERCISE IV.

NOTE. In this practical exercise on the preceding tables, especially the first and second, the class may be required to give the elementary sounds of the letters printed in Italics, as they occur in the different words, and also the names of the different vocal elements which they represent.

INDUSTRY AND INDOLENCE CONTRASTED.*

A. BERQUIN.

1. In a village at no great distance from the metropolis, lived a wealthy farmer who had two sons, Moses and Edmund, the former of whom was exactly a year older than the latter.

2. On the day his second son was born, he had set in his orchard two young apple-trees, of equal size, on which he had since bestowed the same care, and which had thrived so much alike, that no person could give the preference to either of them.

3. As soon as the children were capable of handling garden tools, their father took them, one fine day, early in the spring, to see the two trees which he had planted for them, and called after their names.

4. Moses and Edmund having much admired the beauty of these trees, their fine growth, and the number of blossoms which covered them, their father said to them, "You see, children, that these trees are in a good condition, and I now give them to you. They will thrive as much by your care

*The reading lessons in Part First are introduced for the purpose of making a practical application of the rules and principles of elocution, and also to suggest the manner of teaching Part Second. A part of each lesson is marked, to show the application of the rule under which it occurs, and a part is left unmarked, for the purpose of exercising the judgment of the pupils in making the application for themselves.

QUESTIONS. How may this exercise be studied? What sound has a in the word at in the first line? Give its element. What sound has i in the word distance? Give its element. What sound has e in the word he in the first line of the second verse? Give its element. What sound has u in the word beauty in the first line of the fourth verse? &c.

as they will lose by your negligence, and their fruit will re ward you in proportion to your labor."

5. Edmund, though the younger, was unwearied in his attention to his tree. He was all day busy in clearing it of insects that would have hurt it, and he propped up its branches to hinder them from having an unhandsome bend.

6. He loosened the earth all round it, that the warmth of the sun and the moisture of the dews, might nourish its roots. His mother had tended him scarcely more carefully in his infancy, than he did his young apple-tree.

7. His brother Moses, however, pursued a very different course. He loitered away his time in the most idle and mischievous manner; one of his principal amusements being to sit on a hill near by, and throw stones from it at persons pass ing along in the road.

8. He kept company with all the idle boys in the neigh borhood, with whom he frequently disagreed; his tree was neglected, and never once thought of, till one day in autumn, when he happened to see Edmund's tree so loaded with the finest apples, streaked with purple and gold, that, had it not been for the props which supported its branches, the weight of its fruit must have bent it to the ground.

9. Struck with the sight of so fine a crop, he ran to his own tree, expecting to find it as well loaded as his brother's; but what was his surprise, when he saw nothing but branches covered with moss, and a few yellow leaves!

10. Quite angry and jealous, he went to his father, and said, "Father, what sort of a tree is this that you have given me? It is almost dead, and I shall not have ten apples on it. But my brother! -O! have used him better than you have you Tell him to share his apples with me.” 11. "Share his apples with you?" said his father; the industrious would lose his labor to feed the idle. If tree has produced you nothing, it is the just reward of your

me.

your