30
51. Spring 132
52. True Courage 134
53. The Old Clock 137
54. The Waves 139
55. Don't Kill the Birds 143
56. When to Say No 144
57. Which Loved Best? 146
58. John Carpenter 147
59. Persevere 151
60. The Contented Boy 151
61. Little Gustava 156
62. The Insolent Boy 158
63. We are Seven 163
64. Mary's Dime 167
65. Mary Dow 169
66. The Little Loaf 172
67. Susie and Rover 174
68. The Violet. 178
69. No Crown for Me 180
70. Young Soldiers 184
71. How Willie Got out of the Shaft 187
72. The Pert Chicken 191
73. Indian Corn 193
74. The Snowbird's Song 197
75. Mountains 200
76. A Child's Hymn 203
77. Holding the Fort 204
78. The Little People 207
79. Good Night 208

INTRODUCTION.

ARTICULATION.

A distinct articulation can only be gained by constant and
careful practice of the elementary sounds.
Whenever a word is imperfectly enunciated, the teacher
should call attention to the sounds composing the spoken
word.
If the pupil fails to sound any element correctly, as in the
case of lisping, the fault can be overcome by calling
attention to the correct position of the organs of speech, and
insisting upon exact execution. Except in case of
malformation of these organs, every pupil should sound each
element correctly before such drill should cease.

TABLE OF VOCALS.

LONG SOUNDS.

6 ECLECTIC SERIES,

SHORT SOUNDS.

DIPHTHONGS.

TABLE OF SUBVOCALS.

TABLE OF ASPIRATES.

THIRD READER. 7

NOTE.-The above forty-five sounds are those most
employed in the English language. Some of these sounds are
represented by other letters, as shown in the following table.

TABLE OF SUBSTITUTES.

EXERCISES IN ARTICULATION.

The following exercises may be used for drill after the
tables are fully understood. Pronounce the word first; then,
the sound indicated.

8 ECLECTIC SERIES.

EXERCISE I.

THIRD READER. 9

10 ECLECTIC SERIES.

EMPHASIS.

NOTE.--If the pupil has received proper oral instruction,
he has been taught to understand what he has read, and has
already acquired the habit of emphasizing words. He is now
prepared for a more formal introduction to the SUBJECT of
emphasis, and for more particular attention to its first
PRINCIPLES. This lesson, and the examples given, should
be repeatedly practiced.
In reading and in talking, we always speak some words
with more force than others. We do this, because the
meaning of what we say d