242 The Study of Living Languages, [no. 4, new series, 
at the original and then try to imitate it, but after writing it to 
look again at the original to see in what respect the copy has fail- 
ed. Of course it will only be necessary to do this with the new 
sounds, which will generally be only very few. 
The student next takes the first list of 100 words, which are all 
written in the shortest form, that is, th^^ radical form of the verb, 
&c., as we should write in English, good, go, litde, come, &'c. The 
teacher should then pronounce the first word deliberately and dis- 
tinctly, and the student should repeat it, followed by the English 
meaning of it, when it should again be repeated by the teacher, 
and this suppose five times at first. 
In this way the whole hundred words would be gone over many 
hundred times before the student ventures to attempt pronouncing 
them by himself. The teacher and student should sit at some dis- 
tance apart, so that it may be necessary to speak pretty loud. In 
these first exercises the student should have the printed words 
before him, that he may have the assistance of sight in addition to 
that of hearing in impressing them on his memory. It will of 
course be at first tiresome to continue this exercise long, neverthe- 
less the longer the better, and if a person could arrange to do it 
for one or two hours, at three or four diff'erent times in the day it 
would probably be best — but he should not attempt to learn them 
by heart because his pronunciation will not be sufliciently confirm- 
ed. 
"When he has become tolerably familiar with the words of the 
first set of sentences, both as to pronunciation and meaning, by 
thus repeating them with his teacher several times and with his 
book before him, he should put down his book and go over them 
again in the same way several times, without seeing the nords, so 
as to be wholly dependent upon the ear. From the first, the ear 
must be exercised as far as possible without any aid from the eye. 
It must be^kept continually in mind that the sight is to be used as 
little as possible for the reasons before given. The sentence should 
not be read together the first time of going over because the stu- 
dent is not yet able to receive any distinct impression from more 
than one word at a time. The student should not yet trouble him- 
