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EXERCISES IN ARTICULATION.

1. He that attempts little, effects little.

2. Be prepared to propose some one to precede him.
3. The compositions of the competitors were compared.
4. He selects those texts which suit all sects.

5. His greatest faults must prove him most false.
6. Around the rugged rocks the ruthless robbers ran.
7. O'erwhelming whirlwinds sweep the whitened fields.
8. Her brow was bound with a broad band, braided with
black bugles.

9. Crowds thronged the road, through which the conqueror proudly rode.

10. He concurred in condemning the confederates. 11. When a twister, a twisting, would twist him a twist, To twist him a twist he three twines doth intwist ; But if one of the twines he twists, doth untwist, The twine that untwisteth, untwisteth the twist.

5. The most common faults which you are inclined to commit, are included under the four following heads. Read the several examples as correctly represented.

1st. FAULT.-The suppression of a syllable. Thus,

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2nd. FAULT.-The suppression of a sound. Thus,

demans, for demands.

speakin,

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speaking.

thousans,

thousands.

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3d. FAULT.-The change of a vowel sound.

win-der, for window.

Thus,

seperate,

for separate.

hundurd,

hundred.

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instunt,

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popelous,

corroberate,

populous. corroborate.

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4th. FAULT.-The blending of the termination of one sylla

ble or word with the beginning of another. Thus,

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RULES FOR READING.

RULE I-In, the first place, you should learn the definition of every word which you do not a'ready understand. It is impossible to read a sentence well, unless you understand its meaning. This you can not expect to do, until you become acquainted with the meaning of all the words it contains.

RULE II.-When you are talking, you do not expect to be listened to, unless you so speak as to convey your ideas distinctly to those who hear. And in reading, you should do this in as pleasant and agreeable a manner as possible.

RULE III.-In reading or speaking, you should give ev-e-ry letter, syllable, and word its due. Never read as if you were in a hurry. Some persons think if they but call words right and rapidly, they are, therefore, good readers. This is a mistake. Such readers are like great talkers; there is too little of thought, and too much of the tongue.

RULE IV. First find out just what your author means; then, taking his place, try to convey the same meaning, in the same way, to others, as the author would, if he were speaking it himself.

RULE V.-Read as if you had something of news and interest both to yourself and others. When I hear one reading in a dull, drawling manner, I sometimes speak out and ask him, "What is that you say?" "What are you telling us about?" By this means, he will begin to speak as if he had something to say, and as if he wished some one to hear and understand it.

RULE VI.-When you speak to a person near, you speak much lower, than when at a distance. This should be your rule in reading.

RULES FOR READING.

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RULE VII.-When you read, for instance, of the "Bald Eagle" pursuing the fish hawk, your tone of voice should be lively and animated; but when you read of the "Dying Boy," it should be more grave and plaintive. And thus, also, you will naturally read slower or faster, according to the sense.

RULE VIII.-Some persons when they read, forget to breathe. In this way they speak as if they were about fainting. Others, instead of taking their breath at the pauses, as they should, will pass right over them, till, being obliged to stop, they break up and destroy the sense of the subject, by making pauses where there should be none.

RULE IX. The pauses should be used as resting places, and while you improve this time to take breath, you should be casting your eye forward, so as to be prepared, not only to observe the different pauses, but also, to pronounce the difficult words, as you reach them, readily and without hesitation.

RULE X.-Read with the same interest and engagedness, with which you speak when talking; and remember, that words are of no worth, only as they convey ideas to your own mind, and enable you to convey the same ideas to others.

RULE XI.-In reading poetry, be careful not to sing. Only attend to the length of the lines, so that it may be heard as poetry, and then, in other respects, read it as you would other reading on a similar subject.

RULE XII. In reading dialogues, you are talking to each other, and you should endeavor to appear as if the ideas and language were your own, and not taken from a book.

RULE XIII.-Each word should be emphasized, according to its importance in the sentence. This you can not so well determine by the meaning of the word itself, as by its connection in the sentence. Heno,

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THE STOPS OR PAUSES.

you must endeavor to comprehend the subject as you proceed, in order to give the proper emphasis.

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THE STOPS OR PAUSES.

To be spoken as a Declamation.
Since you the pauses all should know,
To read correct, distinct, and slow;
Please mark them well, while here I teach
Their names, and time to rest at each.

› COMMA.

This is a Comma, here you stay,
While counting one upon the way.

; SEMICOLON.

The Semicolon now you view;

Here you may stop and count one, two.

: COLON.

The Colon next requires still more;
So stop and count one, two, three, four.

• PERIOD.

The Period, then, at this we fix,
And count one, two, three, four, five, six.
! EXCLAMATION.

The note of Exclamation view;
Surprise or grief it shows to you;
And here you wait, as said before,

While you can count one, two, three, four.
? INTERROGATION.

Notes of Interrogation show

A question asked; as, “Who will go?"
And here you wait a little more

Than time to count one, two, three, four.
Observe these rules, and soon you'll find
Your reading please your teacher's mind.

• See definition of emphasis, p. 16, Sanders' SPELLING BOOK.

SANDERS' THIRD READER

LESSON I.

Spell and Define-1. FA' VOR ITE, beloved; kindly regarded. 2. RE QUEST' ED, asked; solicited. 3. UN GRATE'FUL, not thankful for favors. 4. DE LAY' ED, deferred; put off. 5. RE BU' KED, reproved. 6. NEG' LI GENT, careless; heedless.

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THE BOY REBUKED BY HIS DOG.

1. A FAVORITE dog in a farm house, was standing by his mistress, one morning, as she was preparing her children, Eliza and Edmund, for school.

2. Eliza had been busily engaged in assisting Edmund, who now stood waiting, with his hat in his hand, while the mother was

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