Excerpt from The Reader's Guide: Containing a Notice of the Elementary Sounds in the English Language; Instructions for Reading Both Prose and Verse, With Numerous Examples for Illustration, and Lessons for Practice
After all, these apprehensions of prolixity and of difficulties may be laid aside, as entirely groundless, for a still different reason. - Neither of the first three parts were designed for uni. Versal use. Either, or all of them, may be omitted by teachers, whenever they deem the use of them inexpedient on account of the age, or other circumstances of their pupils. They are in troduced for the benefit of' all who may wish to avail themselves of the assistance which they offer. It is believed that there are very many who will be so disposed; and where such a dispo siition exists, the means for its gratification should be furnished. These several parts, especially the second and third, are design ed for exercises in reading, as well as the Lessons which follow in Part fourth. When these shall be frequently read in school, although the preceptive portions should never be studied and recited in form, much would nevertheless be learned from them, and retained in mind. The pupils would become familiarized with first principles, and could hardly fail to derive advantage from them. Again, although his scholars should never make use, directly, of the instructions here offered, the teacher will have them at hand for his own guidance and benefit, and they will serve as a key to explain the correct reading of the Les sons. They will enable him to teach better, and thus, through him, they will prove useful to his pupils. They are not, there fore, in any view of the case, to be considered a useless appen dage, but important auxiliaries to both teachers and scholars.
Part first, which contains an analysis of all the simple sounds in the English language, and the position of the organs of speech in pronouncing them severally, I have introduced on account of the assistance which it may afford in correcting a faulty pro nunciation. Faults of this kind are often originated and made perpetual from ignorance of the right position of the organs for framing certain sounds. N 0 one, for instance, would ever lisp were he duly apprised of that which causes the fault, and of the remedy which would cure it, unless he should continue in his error from choice. So it is with many other faults of utterance.
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