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 may be necessary. There is no other difficulty, unless there should be a defect in the organs of speech, which is not often the case.
RULE V.—A void blending syllables which belong to different words.