In drawing oblique straight lines as shown in fig. 17, at the word _one_
let the student make the lower point; at the word _two_ the upper, a
little to the right of the lower; at the word _three_ draw a line
quickly from the upper to the lower point. In pronouncing the words
_one_, _two_, _three_, let the student make the additional parallel
lines.
As shown in fig. 18, at the word _one_ make the lower point; at the word
_two_ the upper point, a little _to the left_; at the word _three_ draw
a line rapidly from the upper to the lower point, and “timing” the
process by repeating _one_, _two_, _three_, make the additional parallel
lines.
[Illustration: Fig. 19.]