In the exercises in pronunciation, those words which are most fre. quently mis-pronounced, are selected from the reading lesson, and both the erroneous and correct pronunciations are given. The errors selected are very numerous, and, if carefully studied, will correct one great defect in the education of the young, which has led them to speak a broken dialect, rather than the English language. The explanatory notes are designed to elucidate the text, and thus enable the pupil fully to comprehend what he reads, and to store his mind with much valuable information, not usually within his reach. The questions have been appended to the end of each piece, in order to test the fidelity with which the pupil has studied his lesson, and to teach him to read with discrimination. They have not, however, been extended any further than to bring out the leading facts of each subject. The teacher is expected to extend and vary them, as the age and capacity of his pupils require. In conclusion, the author would remark, that his acknowledgments are especially due to HORACE PIPER, Member of the Board of Education for the County of York, Maine, and to NELSON M. HOLBROOK, Author of the Child's First Book in Arithmetic, for their valuable assistance in the compilation of this work. The experience of these gentlemen in teaching, and their extensive acquaintance with the wants of our public schools, he feels confident, have contributed much to its value and practical utility. S. TOWN. SUGGESTIONS TO TEACHERS. Part First should be taught agreeably to the author's suggestions there given; and the class should be exercised daily, on the Tables and Rules, until the principles are clearly understood, and can be correctly and intelligently applied, in reading the lessons of Part Second. In Part Second, the teacher may take up all the subjects in each lesson, at the first reading, or omit a part till the second; but whatever is taken up should be taught thoroughly. A frequent reference should be made, from the reading exercises in this Part, to the rules and principles illustrated in Part First, in order to secure their constant observance and application. Questions, also, similar to those in Part First, should be asked, at the close of each reading exercise, in regard to the application of some one or more of the elocutionary principles, in the piece read. Combinations of Elementary Sounds, . Table of Elementary Combinations, Table of Combinations of the Substitutes, Practical Exercise on the Substitutes, . Words Accented on the First Syllable, Words Accented on the Second Syllable, SUBJECT. Movement,. Rule for Language unattended with Strong Emotions, &c., Rule for Language which is Grave, &c., Rule for Language of Joy, &c.,. Rule for Language of Declamation, &c., |
