The School Reader

Purchase of this book includes free trial access to www.million-books.com where you can read more than a million books for free. This is an OCR edition with typos. Excerpt from book: eery for every, particlar for particular, histry for history, considrable for considerable, ultrance for utterance, reglar for regular. 2nd. The suppression of a vowel or consonant sound; as, privent for prevent, latn for latin, readiri for reading, pre- cincs for precincts, govermcnt for government, afnrd for afford, persis for persists, commanments for commandments. 3d. T%e change of a vowel sound; as, tind for and, separate for separate, superintendunt for superintendent, hund- urd for hundred, sizuble for sizable, uppear for appear. 4th. TAe blending of the termination of one word with the beginning of another. This especially occurs when the same consonant sound ends the former, and begins the latter of two words; as, 1. The blast still blew, and the ships sunk. 2. The steadfast stranger through the forest strayed. In all cases, the close of each word should be distinctly marked by the voice. Questions.?I. What is Articulation ? 2. What can you say of its importance ? 3. Why are some speakers better heard than others who speak louder 7 4. How is the importance of a correct enunciation illustrated 1 5. What general rule is given to guard against a faulty articulation? 6. What are the principal causes of a violation of this rule 1 7. How many faults, occasioned by these circumstances, are mentioned 1 B Repeat the first, and its examples. 9. The second. 10. Third. 11. Fourth. 12. How may the last fault be remedied ? Lesson II. ARTICULATION?continued. Note I.?The difficulty of giving a correct articulation in reading, arises chiefly from the utterance of consonant sounds. I. Of these, the sounds of the mute consonants occasion the greatest difficulty. The vowel sounds are uttered with comparative ease. It is by swelling these sounds, that public cri...