It will be seen, by the above Table of Sounds, that in several instances the same sound is represented by more than one character, as is the case with the sounds represented by

ă, ẽ, î, ō, ù; Ĭ, Ŏ, ù, a, â, ẽ, ọ, ụ, oi, ow, and j, z, ng, k and s.

It will also be noticed that every vowel has several sounds assigned to it. A has 7; e, 5; i, 4; o, 6; u, 5; y, 2. The consonants are more uniform, but several of these,g, s, c, x, z, th, ch and some others,- also represent more than one sound. This variableness renders spelling unnecessarily complex and the pronunciation of written words very uncertain. To remedy this confusion I would assign to each sound a character or letter (one always representing the other), and use no silent or unnecessary letters. Spelling words would then be simply translating them into their sound-marks (letters), and pronouncing them, simply reversing the operation.

ARTICULATION.

Distinctness and accuracy in enunciation and pronunciation are the first essentials to good oral reading. To draw well the hand must be skillfully trained in the use of the pencil. To articulate distinctly the organs which form the voice must, in most persons, should in all, have special training to this end. Distinct, forcible utterance of the elementary sounds, both vocally and in whisper, separately and combined, in forming complete words and in pronouncing sentences, are some of the means within the reach of every teacher for securing distinct articulation. Utter the vowel sounds thus:

đ, &, a, ă; ẽ, è; I, Í; Ổ, Q, Ỏ; ū, ũ, ụ ; oi, ow.

To give the voice greater flexibility and control, sometimes utter the sounds with the rising slide, and sometimes with the falling slide; also above and below the natural key or pitch of the voice. Give the voice great range in volume and key. In whatever tone or key the utterance is given, let it be severely distinct and correct.

Unite the consonants with the vowels, first singly, thus:

bã, bả, bạ, bà ; bẽ, bè; bĩ, bi; bỏ, bọ, bò ; bù, bù, bụ; boy, bow.

ba

Alternate the subvocal and aspirate correlatives, thus:

pa, bä på, ba pa, bă pă; bē pē, bě pě; bî pî, bì pi; bō pō, bg po, bo po; bu pu, bŭ pů, by pu; boy poy; bow pow: etc.

Sometimes place the vowels before the consonants, thus:

al, äl, al, ăl; ēl, ĕl; îl, îl; ōl, ọl, Ŏl; al, ŭl, ul: etc.

Use two or more consonants, sometimes before and sometimes after the vowel sounds, and sometimes before and after, at same time, thus:

bla, blä, etc.; ask, äsk, etc.; blask, bläsk, blask, blask; etc.

PRONUNCIATION.

Be careful in pronouncing words not to suppress a sound, as ev'ry for every; nor add a sound, as lawr for law; nor to substitute sounds, as holler for hollow; and do not fail to give the proper accent which is necessary not only to correct but to easy pronunciation. If the pupil habituates himself to distinctness and correctness in the pronunciation of separate words, when translating thoughts into words he need have no care for either-they will take care of themselves; or, rather, the trained organs of speech will take care of them.

EMPHASIS.

The reading of some children reminds one of boys walking on stilts. There is no play, no graceful movement of the voice, but a monotonous sameness, regardless of the relative importance of the words. To correct this habit, neither specific directions for laying the emphasis, nor imitation, can be relied upon for a radical cure. The true corrective is elementary training in first principles — in developing in the child's mind the thought and securing oral expression unprompted by the written page. (See first three numbers of this series.) Similar ideas, clothed in identical words, would naturally take similar expression. Nearly every one would read the following sentences as marked:

I am charged with ambition. The charge is true, and I GLORY in its truth. Whoever achieved any thing great who was NOT ambitious? ALL greatness is born of ambition. What is done can not be undone. I did not say that he

lied, but that he was mistaken.

INFLECTION.

Direct questions, which can be answered by yes or no, take the rising inflection; while the answers take the falling. Other questions and positive statements take the falling. Ex.: Are you sick'? Yes`. Are you desirous that

your talents and abilities may procure you respect'? Display them not ostentatiously to public view`. Who has a good family horse to sell? How old is he?.. I will return to-morrow. I must see the man- I will see him. OPPOSITE ideas require unlike inflections. Ex.: We do not call for justice', but for mercy`. 'Tis industry', not idleness, intelligence', not ignorance' that By honor' and dishonor`, by evil report' and good report`; as deceivers and yet true; as unknown' and yet known`. Homer was the greater genius',-Virgil, the better artist; in the one' we most admire the man', in the other the work.

insures success.

OR used disjunctively is preceded by the rising and followed by the falling inflection. Ex.: Is it lawful to do good', or to do evil? to save life'? or to destroy it?

OR used conjunctively has the same inflection after as before it. Ex.: To believe the Bible true', what harm could follow? Would it render princes more tyrannical', or subjects more ungovernable',-the rich more insolent', or the poor more disorderly'? Would it make worse parents' or children', husbands' or wives', masters' or servants', friends' or neighbors'? Or would it not make men more virtuous, and consequently more happy' in every situation\?

WEBB'S

MODEL FOURTH READER.

PART FIRST.

I. THE TWO RULES.

1. "Here are two rules for you," said Irving, looking up from the paper he was reading. Irving was speaking to a younger brother, who was sitting by the fire, playing with his dog.

2. "Well, what are they?" asked Howard, stopping in his play and looking up into Irving's face.

3. "The first rule is, 'NEVER GET VEXED WITH ANY THING YOU CAN PREVENT.'

"The second rule is, 'NEVER GET VEXED WITH ANY

THING YOU CAN NOT PREVENT.

4. "Those are pretty good rules, Irving, and I should not wonder if they would be as useful to you as to me," said Howard, archly.

5. "May be they would," replied Irving, "and I think it would do us both good to follow them. Suppose we try? What say you, Howard?"

6. "I think they take a pretty wide sweep. They leave no chance for one to get vexed at all," said Howard.

7. "That might be an objection to them, if people were wiser, or better, or happier for getting vexed; but as they are not, I do not think it is."

8. "It is foolish, I know, to be vexed at any thing that might have been prevented as well as not," said Howard.

9. "And it is no less foolish to be angry at what one can not prevent," added Irving. "Let us try to follow these rules. We can, I am sure, if we help each other." 10. "I agree to it," said Howard, who was generally ready for any thing that Irving proposed.

II. HOW THE RULES WORKED.

1. The boys arose the next morning fully determined to follow their new rules; but Howard soon surprised Irving by saying:

"There, now, that is too bad! We shall lose every cabbage in the garden, and the grape vines will all be torn down, too."

2. "Well, Howard, what is the matter now?" said Irving.

3. "Why, Mr. Smith's cows are in the road, and the gate is open. Every one of them will go into the garden. I think it is too bad that he should let his cows trouble his neighbors so."

4. "O, is that all?" said Irving. "I thought that something awful was about to happen. It seems to me that I heard a little boy say last night that it was foolish to be vexed at any thing that could be prevented."

5. "I see, I see," said Howard; "this is one of the things that can be helped;" and he ran off and shut the gate in time to keep the cows out of the garden. "It does look foolish," said Howard, when he came back, "to get angry at what can so easily be prevented. Thank you, Irving, for helping me see it.”

6. "O, that is too bad!" exclaimed Irving, as he was preparing for school.

7. "What is too bad, Irving?" asked Howard.

8. "Why, that my shoe-string should break when I am in such a hurry."

9. "It is provoking, but this is one of the things that can not now be prevented. The string is broken, but there is another one in your drawer, upstairs, that will make it all right in a minute."

10. "But we shall be late at school."

11. "No, not if you hurry. It will take but a moment to get the string and put it into your shoe; and then by walking a little faster we will be sure to be at school in time."

12. "That is true," said Irving; and in a moment after he was scampering off to school much happier than he would have been had it not been for the rule.

13. During the day several opportunities occurred for putting in practice the new rules. The last one was this: In the evening, Irving, while cutting a hard piece of wood, broke the blade of his knife.

14. "It can not be helped," said Howard, "so you must not be angry about it."

15. “It might have been helped,” said Irving, “but as it is done, I can do better than to fret about it. It will be a good lesson to me, and it may save a knife of much more value."

16. "Your rules work well," said their mother.

17. "Yes, mother, they have helped us a great deal to-day," said Irving. "Shall we try them to-morrow, Howard?"

18. All day the boys had been compelled to watch themselves very closely to keep from getting vexed; but it was agreed to try the rules the next day.