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DIRECTIONS TO TEACHERS.

TEACHERS who use this Reader, should proceed in the following manner, no matter whether they are instructing one pupil, or fifty.

The pupils open their books at page 3, and the teacher pronounces distinctly the first vowel sound ; the pupils pronouncing all at once the same sound. In the same manner all the vowels and diphthongs, to page 5, are pronounced, the teacher making such remarks, and giving such explanations as he thinks fit, avoiding however to become prolix, which will only distract the attention of the pupils, and produce no result. Practice and quick action, urging the pupil to imitate, is all that is necessary in the beginning.

The teacher will now turn to the consonants, pronouncing each in the same manner, and proceeding as mentioned before. He will then make the pupils pronounce the double consonants.

All this should be repeated two or three times, and the pupils should be required to pronounce simultaneously, a habit which they obtain in the course of two or three lessons.

After this the teacher should turn to table B, 1, page 241, and pronounce the first column ba, da, fa, pointing out, at the same time, the similarity between the English and German sounds, then the three next columns, aab, ahb, ab, and then the last two columns ab, abb. In this manner he will proceed with all the tables.

The pupil will now turn to page 43, and the teacher will slowly spell the words: das Nothkehlchen, in the following manner, the pupil pronouncing after him: d-a-s, das—R-o-t-h, roth-k-e-h-l, kehl c-h-e-n, chen-Rothkehlchen-das Rothkehlchen; thus he will continue to the word fielen, which is a sufficient quantity, particularly if the class is large. Instead of pronouncing the double consonants ch, sch, B, separately, he may indicate their sound by one opening of the mouth. The teacher will now pronounce the word bas, and ask what it is in English, and receiving no answer, will say:

"the; Rothkehlchen, redbreast; roth, red; die Kehle, the throat; chen, a diminutive particle," explaining the use of it; and he will thus continue. When he comes to the word bas in the second line, he should stop, giving the pupils time to remember, as the word has already occurred.

He will now direct the pupils to study, for the next lesson, the signification of the words of the first column in the Vocabulary, page 201, referring for the pronunciation to page 13.

SECOND LESSON.

The pupils will now open their books at page 43, and pronounce simultaneously, without the assistance of the teacher: das-Rothkehl-chen—das Nothkehlchen, to the word fielen. They will now shut their books, and the teacher will ask the first pupil what is das in English? The second, what is Rothkehlchen? The third, roth;the fourth, die Kehle; to the word strenge, and the next pupil : Ein Rothkehlchen kam in der Strenge, and thus through the whole lesson. The teacher will then pronounce and explain the lesson to the end of the paragraph, or somewhat further, as during the first lesson.

THIRD LESSON.

The teacher will proceed in the same manner as the day before, but when the pupils have read and translated the lesson, the teacher should turn to the Vocabulary, and ask the pupils separately the words of the first lesson, beginning at wohnen, and going backward. The fourth lessons, he should commence at the word Lied, page 202, and go back to the beginning. After awhile, when he is convinced that the words are well impressed upon the minds of the pupils, he may gradually omit the first studied words, returning to them however from time to time. The spelling of the words may be omitted after the sixth lesson, but the pronouncing must be continued until all the pupils have obtained a good pronunciation.

Thus the teacher will proceed to the end of the volume, remembering that the object of this work is to teach to read and to understand, not to speak; to obtain the latter object, other and very different exercises are necessary, which the author may perhaps explain in another work,

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DIRECTIONS FOR THE STUDENTS.

THE student who learns without a teacher, will proceed in the following manner. He will first carefully read what is said about the sounds of the vowels, diphthongs and consonants, pronouncing all aloud as directed; after which he will carefully peruse the long and short English sounds in table A, page 240, and then read aloud all the tables B, page 241-8, rhyming the German words with the English words over the top of each column, and committing to memory at least one of the English words for each long and each short sound, so that the memory, in case of need, can easily revert to it. He will now study the General Rules of Pronunciation, page 7, and then read the Directions for the use of the interlinear reader. When this has been done, he will turn to page 13, and read two or three lines of the first reading lessons, by the aid of the interlinear pronunciation, repeating it until sufficiently impressed upon the memory. He will now refer to page 43, where he will find the same lesson without the interlinear pronunciation, and try to read the same lines, referring back to page 13 as long as the least doubt exists as to the pronunciation of a single syllable. When the first lines have been mastered, he may gradually proceed in the same manner with the whole piece, taking but small quantities at a time, until he can read it fluently. When this has been accomplished, he will carefully peruse what has been said of the Verb, page 10, and then turn to the Vocabulary, page 201, and study the meaning of each word in the first paragraph or two, paying particular attention to the infinitive of the verb at the top and at the bottom of the page. Four or five lines are sufficient for the first lessons; and I must most particularly warn the pupil against attempting long lessons in the beginning; the human mind is like a sponge, it will receive only a certain quantity at a time. For these studies it is not sufficient that the meaning of the sentence should be known, but the signification of every word should be understood, independent of its connection with the sentence. It is only by paying strict attention to this rule that the pupil can facilitate

his studies and abridge his labors. When the meaning of every word in the first paragraph is thoroughly known to the student, he may gradually proceed to the end of the first parable, and when all the words are indelibly impressed upon the memory, and not until then, he may commence the study of the second. After having studied the second piece, he should recite aloud to himself or to somebody else the vocabulary of the first piece, never abandoning it entirely until forgetting is out of the question.

When two are studying together, the one should read aloud to the other, who at such times should not look into the book, so that the ear may become accustomed to German sounds. In the same manner the student will continue his labors to the end of the book, gradually increasing the quantity of the lesson, when he will find that he has collected so large a stock of words and sentences that he can pursue his studies with ease and pleasure.

The tables B, page 241-8, should be frequently repeated aloud, and the letters always be called by their German name; for the letters are the simple elements of the sounds of a language, and when these are not perfectly learned, all attemps at obtaining a good pronunciation must prove abortive.

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8. Der hungrige Araber, von Schubart

9. Die vier Jahreszeiten, von Campe

10. Die Rose und die Lilie, von Krummacher

11. Die Kaze, die alte und die junge Maus, von Wil-

12. Die Biene, von Gleim

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15. Adam und der Cherub des Paradieses, von Krum-

16. Cain's Klagen, von Krummacher

17. Die Reise um die Welt, von Claudius

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