The following suggestions are submitted for the benefit of young
teachers.

In order that pupils may learn how to define words at the heads of the
lessons, let the teacher read the sentences containing such words and
have pupils copy them upon slate or paper.

Then indicate what words are to be defined, and insist upon the proper
syllabication, accent, marking of letters, etc.

In this way the pupil learns the meaning of the word as it is used, and
not an abstract definition that may be meaningless.

Have pupils study their reading lessons carefully before coming to
recitation.

The position of pupils while reading should be erect, easy, and
graceful.

Give special attention to the subject of articulation, and insist upon a
clear and distinct enunciation.

In order to develop a clear tone of voice, let pupils practice, in
concert, upon some of the open vowel sounds, using such words as _arm,
all, old_.

In this exercise, the force of utterance should be gentle at first, and
the words repeated a number of times; then the force should be increased
by degrees, until "calling tones" are used.

Encourage a natural use of the voice, with such modulations as may be
proper for a correct rendering of the thoughts which are read.

It should, be remembered that the development of a good tone of voice is
the result of careful and constant practice.

Concert reading is recommended as a useful exercise, inasmuch as any
feeling of restraint or timidity disappears while reading with others.

Question individual pupils upon the manner in which lessons should be
read. In this way they will learn to think for themselves.

Do not interrupt a pupil while reading until a thought or sentence is
completed, since such a course tends to make reading mechanical and
deprive it of expression.

Errors in time, force of utterance, emphasis, and inflection should be
carefully corrected, and then the passage read over again.

The "Directions for Reading" throughout the book are intended to be
suggestive rather than exhaustive, and can be added to as occasion
requires.

The "Language Lessons" in this book, should not be neglected. They
contain only such matter as is necessary to meet the requirements of
pupils.

Words and expressions not readily understood, must be made intelligible
to pupils. This has been done in part by definitions, and in part by
interpreting some of the difficult phrases.

After the habit of acquiring the u