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Many of the lessons have been so written as to employ the various marks of punctuation, the forms of the possessive case, and the common contractions. Such lessons are of special value, for it is only through persistent reproduction in written work that the right use of these marks and forms is to be learned.

Diacritical marks have not been employed as a guide to pronunciation, for long and close observation has shown that pupils pay very little attention to such marks, after some knowledge of the form of words has been acquired. Lists of words specially difficult to be pronounced will be found near the conclusion of the second part of this book, with the true pronunciation indicated by diacritical marks. Pupils should be encouraged as early as possible to form the habit of consulting the dictionary. Familiarity with the common systems of marks will prove of great benefit.

The teacher who is in want of supplementary reading-matter can make the lessons of this book serve an admirable purpose in that direction,

As has been previously stated, the pupil who begins this book is supposed to have some knowledge of writing. But in order to aid those towards the use of it who have not yet learned to write, several pages have been inserted by way of introduction, for practice upon single words.

Let the teacher put the pupils directly upon practice with these words, not waiting for preliminary practice upon elements. Children will learn to write much more readily than is often supposed.

These introductory words are arranged in columns according to sound. This is not to help the spelling, but the writing; for it is desirable to change the elements of the words as gradually as possible, that the young writer may not be forced too abruptly upon new elements and forins.

ROMAN LETTERS.

A B C D E F

G H I J

К. L

M N O P Q R T U V W X

U V

U

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G H B B M L Mod S T U q W X

Y Z I

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