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.

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

Pl-plate, plot. Sq squat, squirm. Pr-pray, prōne. St -stånd, stōne.

chaise.

Sh-shåll,
Sl-slǎp, slow.

Sm-smärt, smite.
Sn snâre, snow.
Sp-spin, spoil.

Sw swarm, swim.

Th-thick, thin.

Ththine, with.
Tw twice, twenty.
Wh-when, which

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 depends most upon these words.

If I wish to know whether it is George or his brother who is sick, I speak the words George and brother with more force than the other words. I say, Is it George or his brother who is sick?

This greater force with which we speak the words is called EMPHASIS.

The words upon which emphasis is put, are sometimes printed in slanting letters, called Italics,* and sometimes in CAPITALS.

The words printed in Italics in the following questions and answers, should be read with more force than the other words, that is, with emphasis.

Did you ride to town yesterday? No, my brother did.

Did you ride to town yesterday? No, I walked.

*Italics are also used for other purposes, though most frequently for emphasis.