Page 10 - Third Book of Reading Lessons

RULES FOR READING AND RECITATION.
1. Give the letters their proper sounds:":
2. Pronounce the vowels, a,t e, i, o, u, clearly, giving to each its proper quantity.
3. Pronounce the liquids, l, m, n, 1·, with considerable rce.
4. Distinguish every accented letter or syllable by a pe­ culiar stress of voice.
5. Read audibly and distinctly, and with a deliberation suited to the subject.
6. Pause su ciently at each point, but not so long as to break that connexion which one part of a sentence bas with another.
7. The meaning of a sentence is often elucidated by paus­ ing where none of the usual marks could be inserted.
8. Give every sentence, and member of a sentence, that in ection of voice, which tends to improve either the sound or the sense.
9. Whilst monotones, judiciously introduced, have a pow· erful e ect in diversifying delivery, children should be guard­ ed against their too equent use.
* The consonants, d, g, s, t, x, and the ,owel e, unless accented, are silent, when terminating French words.
t The vowel a, in Latin, is sounded like a in at, and never re­ ceives the English sound of that letter, as heard in ale. In the Ex­ planatory Headings pre xed to the llowi lessons, when the ac­ cent (') is placed immediately after a vowel, as in pu'pil, it denotes that the vowel has its long sound; but when the accent is placed , immediately after a consonant, as in pun'ish, it indicates that the sound of the vowel is short. In both cases, the syllable so marked
is the emphatic one. In monosyllables, the long vowel sound is in­ dicated by (-) over the vowel,-as, te; and the short sound by (-) over the vowel,-as, fat,