es-pe-cial par-tic'lar par-tic-u-lar

RULE III.--Avoid sounding incorrectly the unaccented vowels.

EXAMPLES.

Incorrect Correct Incorrect Correct
---------- ----------- ------------ ------------
Sep-er-ate sep-a-rate Mem-er-ry mem-o-ry
met-ric-ul met-ric-al up-pin-ion o-pin-ion
up-pear ap-pear prup-ose pro-pose
com-per-tent com-pe-tent gran-ny-lar gran-u-lar
dum-mand de-mand par-tic-e-lar par-tic-u-lar
ob-stur-nate ob-sti-nate ev-er-dent ev-i-dent

REMARK I.--In correcting errors of this kind in words of more than one
syllable, it is very important to avoid a fault which is the natural
consequence of an effort to articulate correctly. Thus, in endeavoring to
sound correctly the a in met'ric-al, the pupil is very apt to say
met-ric-al'. accenting the last syllable instead of the first.

REMARK 2.--The teacher should bear it in mind that in correcting a fault
there is always danger of erring in the opposite extreme. Properly
speaking, there is no danger of learning to articulate too distinctly, but
there is danger of making the obscure sounds too prominent, and of reading
in a slow, measured, and unnatural manner.

RULE IV.--Utter distinctly the terminating subvocals and aspirates.

EXAMPLES.

Incorrect Correct Incorrect Correct
--------- ------- --------- -------
An' and Mos' mosque
ban' band near-es' near-est
moun' mound wep' wept
mor-nin' morn-ing ob-jec' ob-ject
des' desk sub-jec sub-ject

REMARK 1.--This omission is still more likely to occur when several
consonants come together.

EXAMPLES.

Incorrect Correct Incorrect Correct
--------- -------- --------- ----------
Thrus' thrusts Harms' harm'st
beace beasts wrongs' wrong'st
thinks' thinkst twinkles' twinkl'dst
weps' weptst black'ns black'n'dst

REMARK 2.--In all cases of this kind these sounds are omitted, in the
first instance, merely because they are difficult, and require care and
attention for their utterance, although after a while it becomes a habit.
The only remedy is to devote that care and attention which