*^-, :^m "W f ^ .'1^*«^ i CtHM ( Microfiche Series (i\/lonographs) ..•*. A ,ji; •' , 1 - Collection de microfiches (monpgraphles) - 7 l.-J^/ Caiiadian Inttitut* for HistoriMi Micror«productions7 Iratitut Canadian da microraproductiona hiatoriquaa U--r Ttchnical and BiMiographie No|n / Notat tachniqiMt «t bibliograpliiqMaf J -r tlwydif tituta4ias attamptad to olMain tha bait ori«iMat availabli for f ilihini. Faatui:as of thi* eofiy whkii ba bibtioaraphically uniqua, whidi may altar any tha imafas in tfia rapfoductkm. or wrhich may ignif icantly changa tha usual mathod of filming, ara 'chackad balow. Q Colourad covart/ Couvarttira da-coulaur E Covart damagad/ Cofivartura andommagte • L'Inttitut a microf ilm4 la maillaur axamplaira qu'il lui a M potsiMa da la procurar. 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HShowthrough/ Transparanea ~T| Quality of print varias/ '' ' Qualita in^la da I'imprastion D Continuous pagination/ Pagination continua □ Includas indax(as)/ Comprand un (das) indax Title on haadar takan from:/ La titra da I'an-tlta proviant: Title page of ittua/ "^ Page de titre de la livraiion D I I Caption of itiua/ n Titre de depart da la livraiion Masthead/ Ginark|ue (piriodiquet) de la livraiton □ Additional comments : / Commantairas tupplimantairat: Thii item it filmed at tha reduction ratio chackad below/ Ce document ett f ilm4 au taux de reduction indiqui ci-dattout. -^Wl ^4«- ^«e ^23r -»«- TQir i 2 w =!!= '■ 4 $ lax . 1 1«X * ■ 20X 24 X M 28 X 32 X Th« copy filmad h«r« has b««n r«||»roduc«d thanka to tha ganaroaity of: " \ Ontario institute for Studies in Education, li.W.B. Jackson Library Thp imagaa appaaring hara ara tha baat quality poMbIa conaidaring tha condition and lagibility of ttta original copy and in kaaping with tha filmiiM contract apadf icationa. ^P Original e^iaa in printad papar covara af6 filmad baginhing with tha front covar and anding on tha laat paga with a printad or illuatratad impraa- aion. or tha back' covar whian appropriata. Ail othar original copiaa ara filmacl bag^tning on tha firat paga with a printad or illuatratad impraa- aion. and anding on tha laat paga wHh a printad or Hluatratad impraaaien. Tha laat racordad frama on aach microficha ahall contain tha symbol "-^ (moaning "CON- TINUED"), or tha symbol V (moaning "END"), whichfvar appiiaa. v * Mapa..plataa. charta, ate., may ba filmad at difffarant raduction ratioa. Thoaa too larga to ba antiraly included in ona axpoaura ara filmad baglnning in tha uppar laft hand comar, laft to right and top to bottom, aa many framaa aa raquirad. Tha following diagrama illuatrata tha mathod: .,fT T I 1 2 3 >- L'axamplaira filmift fut raproduit grica A ia gAn«rosit4 da: V Ontario Institute for Studies in Education, R.W.B. Jaclcson Library Las imagas suivantas ont «tA raprocluitas avac la ^° plus grand soin. compte tanu da la condition at da la nattat* da i'axamplaira film*, at an confoirmit* avac laa conditions du contrat ^da- filmaga. Laa axamplairaa originaux dont la loiivartura an papiar aat ImprimAa sont f ilmis aiWcommancant Pf r la pramiar plat at an tarminant soit par la damlAra paga qui comporta una amprainta d'impraaaion ou d'illuatratton. soit par la sacond • plat, aalon la CM. Toua laa autras axamplairaa originaux sont fHmAo an commari^ant par la ' pramiAra paga qui comporta una amprainta d'impraaaion ou d'illuatration at an tarminant par- la darMAra paga qui comporta una taila ampr^ta. ¥ Un daa aymbdaa suivants apparaitra sur la darnlAra imagada chaqua microficha. salon la cas: la symbols ^»> signifia "A SUIVRE", la symbola ▼ signifia "FIN". Laa cartaa, planchaa. tableaux, ate. pauvant Atra filmte.A daa ttux da rMuction diff Grants. Lorsqua la document ast trop grand pour §tra raproduit mt un saul clich*. il ast film* A partir da I'angia supAriaur gaucha. da gaucha A ^roita. at da haut an baa. t% pranant ia nombra d'imagaa Mcaaaaira. Las diagrammas suivants ^^ illuatrant la.m*thoda. y '.^ ms MICROCOPY mSOUITION TBT CHART {ANSI and ISO TEST CHART No. 2) / A >IPPUED IIVHGE Inc 1653 fast Main StrMt Rochester, Nsw York 14609 USA . (716) 482 - 0300 - PhonT^ ^ (716) 288 - 5989 - Fax ^ '- - ""^ ''''» ^t:n ' "^^r- , ' 4 6^'} ' ;^ - .1 I ^gW < iP^| ; i > ^ jM ^ '• • ^■-■■'^''0^ ■- '^'-v^'l mIM '- ' '''^'•■&M '•<^9i ^ -Toll ON TEACHING READING IN PUBLIC SCHOOLS. M A PRACTICAL ESSAY READ BEFORE THE TEACHERS' CONVENTION OF THE COUNTY OF BRANT,^^ ONTARIO, MAY 31, 1879. 1 -rt" B Y ALEXANDER MELVILLE BELL, F.E.I.S.,.&c. Author of "Visible Speech," " Principles of Ei«:ution," " Universal Line Writing," &c., &c. Lecturer on Efgcution in QueetCs University, Kingston, Ontario. •& ^ BRANTFORD, ONT. : THOMAS HENDERSON. \- ^« . * ■ «• • fi'S'v > 7 ■'■ ,-,<«"'■ ^ ^ H, Choate, Printer, % "tt"' _, i_ TEACHING READING^ IN PUBLIC SCHOOLS. THERE is an. adage, Which, in days long gone by, was frequently quoted to me by my father,* when we discussed theoretical professional points, and which I have come more and more to recognize as applicable to the Art of Teaching generally, namely : that "What is best administered is best." You may have a good plan but fail by carelessness or inaptitude to produce good results ; or you may have an inferior method, and yet, by carefulness and tact, achieve comparative success. Ijiopeto show you, from nwown experience, a svsteni of teaching Reading whi|||||S' calculated to produce the best results if skillfully^rtl in practice ; and which •I think cannot fail to work a large measure of improve- ment under any circumstances. . ^ One of the chief drawbacks to success in teaching reading arises from the insufficient preparatory training of teachers. This is a disadvantage, however, vvhich you can lessen or remove by your own efforts ;• which, mdeed, you must remove,.or be content with medioc- rity, where you might obtain distinction. The most advanced teacher is still a learner ; and he should retain the learner's spirit when beyond the walls of the class- room. Within the walls, he is a fountain of supply only ; without, he draws from every source the r^ans * of keeping the perennial stream of knowledge in full flow. ** ft.* .^^^^'^"^er Bell, the founder of a very successful system Sed ?a>'^r°''* »mpediment8 of speech. (Born 1790; )-ri .JI0^ibsi>&it>»4^ ■^^M. /V /■i: 2 Teathing Reading in Public Schools. Your Association meetings tend greatly to this end. Hereyou teach and learn from each other. Here VQU find a range of standards for comparison. Here you have the advantage of mutual criticism ; and you have also the most valuable opportunities for self-measure- ment— without which there can be no real progress. The first point in teaching reading is t6 regulate the Apparatus of Speech. This involves nothing be- yond the comprehension of the youngest pupils. 1 he modus operandi is so simple that I may specify all necessary particulars even in this short section of a u' ,^^^ '■®^** ^* '^ ^^ ^^"»"«« advisable that teachers should know more than they may be called on to communicate ; such as the physiology of the chest the diaphragm the larnyx, th^ /harny^, etc. ; but fo^ the training of their pupils, it*^is enough to look on the whole apparatus of speech as a bellows, of which the mouth IS at once the aperture and the handle. When you open the rnouth you enlarge the passage to the lungs; and an influx of air, from atmospheric pressure, naturally accompanies the act. Teach vour pupils to open the mouth at the commencement of evey utterance, and you will secure two important J!n uur ! same time:— you will establish a habit of healthful, voca respiration, and facilitate the ac- quirement of a style of sharp, distinct, and light artic- ulation. The majority of persons -even pubhc Tsh th "f 'I'" ^ '''" °Pu^"'"^ ^^^^^ mouthfthey push the plastic organs — the lips and tongue — from point to point, without disengagement, and their ut- terance IS consequently heavy and indistinct. The opening^of the mouth before speech is the secret of «ase, and fluency, and clearness: Am/rV t"'^— *"*^°'' ""^^ ^^^^ *^" t^ North American Indians, recommends people to breathe , only through the nose, for hygienic reasbns ; and some teachers have copied the precept as if it w;re univer! sally applicable. This is a mistake. There is wis- dom in shutting the mouth when you pass from a heated room to a cold atmosphere ; but there would be the reverse of wisdom in shutting the mouth every time you take breath in speaking; and in order to ^■.i,^^k^^3ii^JaJ^::Sk.i^af\M^ \).^jS M^' J ^ • -^ ■T'^^m^'' , • Teaching Reading in Public Schools, ' 3 breathe solely through the nose you must close the mouth, either by means of the lips, or of the tongue and palate. Apply the theory- of nasal respiration, if you can, while you are asleep — and stop snoring or at any time when the organs are at rest, but-not when they are in action in speech. You require an extra supply of air while speaking, and you want the largest possible channel for its entrance — by both mouth and nostrils. Use the jaw as the handle of your bellows, and the process will go on noiselessly and freely, replenishing the lungs by mere 4tm6s'-^ pheric pressure. This maxillary action is apt to be overdone at first, or to be -awkwardly dorie,-^ either by jerking the jaw. downwards, by sna{ij)ing it bitiqgly upwards, or by moving the head backwards. The desired action IS more internal than external. The head should be perfectly still, and the movements of the jaw so light and floating as not to be in any degree obtrusive on the attention. But all art thus hides itself in facility. ^^ Ars est celare artem.'^ The preparatory separation of the organs, which speech is to bring in contact, is really a mechanical necessity; it illustrates the same principle as that which raises the hammer before its downward stroke — which draws back the arms before an outward push or bends the knees before an upward spring. Thus to pronounce the letter P— which requires the lips to be closed — we must first separate the lips in order to make their momentary contact light and graceful. The second point in teaching reading is to make pupils pronounce the elements of speech correcUv. I assume, of course, that letters are thoroughly known • but even with elder people than school children, it would not be safe to assume that sounds are practi- cally familiar. Every syllable has, or should have, • Its definite impulse of sound, and every word its ar- ticulate boundary, delineated as clearly to the ear as the outline of the printed word is shown to the eye. This precision of utterance requires, on the part of the teacher, a perfect knowledge of the elements of l- *, -r»- rAjj?/^'*^ I .■!v*-.~ 4 ife^ '■f '.' Teaching Reading in Publu^ Schools. It* speech. These are supposed to consist only of the two classes called "vowels " and > consonants," but they comprise, besides, an unrepresented class of tran- sitional e^ect^ or glides, on th? Use of which--althouffh they have not been noticed by writers on the sub- f ?T*-^T* Pronunc'ation depends. The percussion which^ ,8 heard between a consonant and a voweMn mLfT ^3^»*^ble. should be regarded as a real ele" ment of speech, and as such, the effect should be An tfZl^^T, "^ '"^r* ^°"^^^ "^^ consonant. An example. wUl gwe Jou a clear idea of what is t"rretteJ^p''TH'°"-°"^^^^^^ Let us a.ain tLlJ: f« if- \ ^^*^ ^\ ^^^^ ^ ^^ pronounced by clos- ing the hps, but it really derived all its audibility from ^P^r^ the lips after closure. The percuSve^esuU sLe"^i?Sd"f " ?' ^"'? "^ **^« coh^nant p! The same principle of organic separation applies to all r/rT'-.'^'^^^ ^i'^^' ^^^"^ «"«!' sh^^uld be fin- to !nnTh? "'^^^^'^^' ?*^^"^ "^^ *h"« transitions dther to another phonetic element, or to a position of rest. Your pupils, then, must be taught to pronounce w^ii^'itr^fd "^'^ ''' true quality,%ve,y^conspnant ri •. .^ '''^,' or percussively, every syllable with a definite impulse, and every word or group of words compactly and with well-marked initial and final boundaries. The initial boundary will be ^ven by opening the mouth ; and the final boundary, if the Tde o^L'*^'^""^ '' ^ .^°"««"«"*' ^y the ^;ticuUt: fill K • ^''" r ^^P^'-ation. The latter being the feast obvious of the elements of pronuijciationf re^ quires special attention on the part of teachers J, he best exercise in pronunciation is the separate utterance of syllables, ^^his would be easy1»ut for the anomalies of orthography, which have accustomed us to an unphonetic syllabication. But in dealing ^trTf^' "^f """'* ^'^'^^^'^ letters. Double con! sonants, for instance, are divided in writing syllables but they must be treated as single consonants in Dr<> i^ J i ""^1^^ '^'''*^ /^^^««*.«, but we pronounce po^zi^shun, and we must teach our pupils to analyze the sounds of vvords into their actual phonetic ^yfla! iijJ*4MjWjJb't\'i'l»j^'?ii 'i^^l - v'^"^;:??!^*|^i^*'--f'-*^; y of the Its," but » of tran- ilthough the sub- rciission owel in real ele- >uld be isonant. what is lin- take by clos- ity from e result *. The s to all befin- s either of rest, nounce ispnant with a words, d final ven by if the icuUte ng the •n, re- pa rate )ut for itomed Sealing e con- lables, 1 pro- ion as ounce lalyze sylla- Teaching Rending in Public Schools, 5 bles. Combinations of consonants are divided in speaking— as in the word apprehension^ which , would be analyzed into ap-re-hen-sion^- hut other- wise every ^lable (except the final syllable of a word ending with a consonant) will terminate with a vowel. You must not be misled by any theory of so called '^ shut-vowels," into supposing that you cannot end a syllable with a short vowel ; you do so in every sentence. You certainly will never make your pupils pronounce well until you teach them to individualize syllables with the exact eftect they receive in the con- crete utterance of words and J^j^tences. You cannot pay too particular attention m this point. A pure pronunciation is the ratestof all qualities both among pupils, and teachers. / The third point in teaching reading is to distin- guish the tones of the voice. Tones are not subordi- nate matters of mere taste and fancy. On the^con- trary, the tones accompanying language are the Inter- preters of its meaning. By the very same words you may express a variety of meanings, differentiated by tone alone. Tones, must then be considered as essen- tial elements of speech, and carefully discriminated. This is not a matter of any difficulty. The complete gamut of speaking tones may be taught even to infant pupils, and it cannot be acquired too soon. The voices of school children are often harsh and unnatu- ral, while they may easily be modulated by a compe- tent teacher. The most insensitive ear can generally be taught to recognize all the essential parts of the expressive vocal changes. Every change is simply to a higher or lower degree on the musical scale — a higher or lower pitch, or an upward or downward progression of voice. If the teacher cannot discriminate these changes he must acquire the power, or abandon the attempt to teach reading. A blind man may as well teach linear perspective, or a deaf man singing. The general fault in school intonation is the preva- lence of a high-pitched monotony. The middle pitch should be the one most commonly used, and monotony never. The characteristic of all speaking tones is in- I slXjiuiM^A-^^Mt, i M \'7W 6 Teaching Reading in P^^btic SchcL tion on lessons of this kind ^e have li^ir t?^"" to tl,e reading of our mos h.^hly edacatd menT discover that the public school te^he^^f I ■ '" : generation had not done theh- du^^n .hi. T- T" hcyie or public and Droff>«!sir»ri.>i -=. j* • « ♦'•g"cr . tively high or low in nftch ''^^^'"^'n^^^»«n was rela- and ask whether The inflexi'on if " '""^ ^ *^^'^ *""«' simple or compound TnJh?c "^ ^*?" "^^'"^ ^^^ train the eaTXl you wU fin Jh^'/^u ^V^ '"^' ^"'J apprehend, Ihetfr ^iU ' a'd f e'tcute^ T'h"*" the teacher, in maW of the" Stjiie wft"?^ '^""f ' «« ^*^" "« Speech is now being eenenillv^^^^^^^^ Visible, introduced exercises*^ ffrteS^^Si?^' P«>f- A- G. Bell' deaf. His subsequent «tSnffth/fi**S"r**»E'**='' **> *he the invention of the Teleohonl L ^ ^*'''* °^ Phonetics, by deafness of distance ^^'^P****"*' '^a* overcome the universai^ 5IEr^^ji„t;:.. ''!f^Wm '.jM£i^i^£i:-, Teaching Reading in Public Schools, 7 the characteristic differences of inflexion and pitch ; so that even those of your pupils wtiose ears are dull to such effects may be made to apprehend them, and to render them satisfactorily in practice. The fourth point in teaching reading is to group the words of sentences according to their mutual relations. A child expresses ideas by single words, and the most eloquent speakers express ideas singly, althouc^h by combinations of- words. Sentences are divided into clauses, which have been happily called "oratori- cal words, and each of these must be presented to the mind as a separate fact. For example, take this sentence: " During the recent thunderstorm, an unfortunate man travelling on the road, was struck bv the lightnmg and killed." This would be expressed by the child narrator in the three words, ''Lightnine kill man." But though, in the sentential statement! more words have been used, they arrange themselves wnrdl^f .i5'°"v.'?i!,.'''?''^'P2"^^"S *^ *h^ th^^« single vvords in the child's imperfect version. On this prin- ciple the reader should deliver the words of the lonff. est sentence. Composition is often so involved that words forming part of the expression of one idea are separated in construction ; and the reader must show the mutual relation of the detached words by keeping them apart from ^he intervening words. The neces- cate b^^f-r"lr''^^i:^**' subject and its predi- cate , but, be^e these, the. sentence may include a variety of sub^nate ideas expressed in adjccSve! adverbial or complemental clauses. . In the deliverv of these various niem\ers of a sentence much care is often required to shX the connection of governing and dependent words, \ avoid ambiguitv of Reference Inn^'f ff o<^ grouping words must be recognized as one of the most impcjrtant in the whole art of read- P^^rusC" P-^^'whfch guides to Vol , Poetry is subject to the same rules as prose. The •a"', '% s Teaching Reading in Public Schools, gverjr lady in the land Has twenty nails upon each hand • Five and twenty on hands and feet _ This .s correct and no deceit. Eve«l.dyi„thel.„d fef7"fj;»«"«! upon each hand r.7/,/Sra3»>d'S^andfe«. often ufied where a break in".L fli^'Wr'''"™' "•■« be inappropriate and thJ K ^""fWound would- clauses^lfeqSendy o^cur wh.~ ""''^"*'' "^ important by the mis o&tartit, "?~"""" '' "'^^''^^ better, if, instead of bei„rtold to f™'?^^'?"" '*'"' Xdt c^'rr..'" '-'"^ '^« tc^bti^'a^?:;; And . to™ , and darkn... , ,, .^Z^U .,„„- , it i^tLt^ctatThat •f.l^"'^"'^ '""-''"'•"y ; we should read : ivondrous strongV and And . to™, and darW ,,.».„ :„«J^L!'.',„,ng... . P.-nctiaUorr^ds?"'''' • ""™ ■" ''""'''er illustration. From peak to peak I the niWI«« J* ^*'' *'**"«f I^aps the live thunder?" '"^ ''"'«"» •'"O"*? I But thought-clausing dictates, instead : From peak to oeak fh*. ^m- " ***'" "^^'"^ f Leap. Vhe liveSS„Sr I™^''"* "*«* •"*»"« I Again in the same stanza, punctuation reads : A"1o^s:i':;o'2s"A'i^^^^^^ Teaching Reading in Public Schools, >e shown ines. lish the jfficient nas are I would portant -quired Id read stops,'* id pay Sunder 1 : gr." ually ; ."and ation. But we should disregai^ the comma after swers,** and read : ■ ' ■ ■ ■ ■ ' . ■ y ' . " And Jura {answers through her misty shroud 1^ Back to the joyous Alps." / ■ Ri another passage in the same context, effective ' feading requires division into three separate clauses, }ind yet there is not a single comma in the printing : A \- . . ., "Letme|be A sharer I in thy fierce and far delight." Thes^ examples show that good reading requires close thinking, and that clausing is one of the most importam means of lucid expression. Punctuation is • regulated by stereotypedj mechanical rules of the printing-office I clausing mtist be the thoughtful work of the reader, under the guidance of inaight and judgment. y • 4 * The fifth point in teaching reading, is to emphasize the sense. In this matter young pupils will of «oorse depend on the direction of the teacher ; although they should be encouraged to think for themselves as much as possible. It is not, perhaps/generally known that the selection of emphatic words IS regulated by prin- ciples, which can be exactly formulated for teaching. / The study of these principles is one of much interest, j and no more improving exercise can be f)rescribed for '* advanced pupils than the application of the principles of-^emphasis to passages from the writings of our best authors. Many mistaken ideas haye been entertained with reference to emphasis ; the ftindamental mistake being that no rules could be laid down for the reader's guidance. You can, however, not only point out the emphatic words with confidence, but you can explain the reasons for your selection to those pupils who are v Qualified to comprehend them. Everything is best done that is done by rule, and all teachers should make themselves familiar with the veJy important laws of emphasis. I am sorry to see, that, in some recently published books jn use m Canadian schools, this subject is treated in the old indefinite and arbitrary way Not only are principles Wanting, the application of which l6 Teachin^^ Reading i„ Pufilic Schools. ■ations of thkaSXZ>"t U "''^ ft" <"■"?«- but still renroducerf '^."P """""''' eTori-k emphatic in Wrtue oF h."'PP°'* *■"•* word, W thaf "articIesrpro„o„„lTo„rT''""='^ '''""" ""d and auxiliary verbs "are ^°"J""'=''°"V«P<'»'«°n». phasis to '-verbs n^ "^^^'^'■''•''"'^ '""ferior eml ihoughtless telchine ^T^^'f^"^" Su^h anjple that ™ay bLIl^i'lt'^doSf" '^ '"^^ «''' ^ particle under emphasis ^hl"'\''*™ *' "^gative not to be!" BecTuiL.- V°' ''*''''" '° ''«'<»■ sated is unemphatic tK ^'"^ v""" *''°''?''t already ting of no inSen« flm th '" *^^',"" ''""'' «"■»■«- ' '• That is the qu?.tt.™ "'IC'' l'^°''<^*- emphatic word. Whv n^f j^, » n>«>noun is the ti'^P" Because the^nrelir, ^^* '' *^ ?««~ Sp-^atic';'' stS¥- *-"^^^^ '^ Vcf^'X' he ' 'ti:i^;;"i *« ■""?''; w^y -'' the id* of "nobleness" /»^?- **?««/? Beiause • the estimate of nobleness cfn^of k'" 'i'" ™i"d"-as any Word or thought 4" e^sarilv- ^ '"fewhere-and These laws are definite TJ'^ >mphed is unemphatic. "nivemi application ' ^ <=<»"Prehensible, and ot iou^fonS:V^:'^UrrtS^°"' ■",*« ^ostUpend- being u„e;„phatiP«*«j^»;«g^T^of the reason, for ^^^^^ of courw will show the ~Z.„ l** inverse, which word or thought which ha?wh*^' ""•;''"'''• Ahv ?r involved in thrcontext „V h-'u P'*'"<'"s'y stated^ implied in the natS^e rf ihTn^ * " C"' "'^^"■'y wpnls: any word whicf is "S,"7.'"»K*''"' '""^ ^^" virtue of novelty, emDhattc ^ k*' '=<'"'*'"' '« '» todowiththegrVmSal •nwP*'"'^'''''' "°">ing entirely on the^«,^XiZ''. °llVt '' '''P*"* suggestion.. I .half eS'l "°!!!^1 "i""!™?' and «,Aai u l-'^aSp^VJ*?'<-.'ii*.SuJt4 -/4Ut-.i.-Wj^j5i', 1 t' ' Ui. tA#Ni! ' f lS.^^t j-^^" ^ Teaching madtn^r in Public Schools, It sbowing their application to the whole of the speech from which the gfbove passages are taken. ^ ^ ■' '^ -■■♦/' •.''■ ■''■ ' '^^- • ■ "■■■' ■ ^ ■• ■/'■' ' EMPHATIC AilALYSIS OF HAMLET'S . SOLILOQUY / ON DEATH. To 3c, (hew) or not Xo be? (contrast) That is the question ;/(- question -'involved) Whether 'tis «^3/er (new) ly the mind (implied) to suffer (new) the slinks and arrdws of outrageous fortune ; (involved in HaiS- let's |loomy view of life) or to take arms (contrast) agairtit a sea of troubles, (same as - slings and arrow^," ^ etc.) and by opposing (same as .'-take arma") end them?f^new) To die.? (same as'-not to be") To sleep (ney) no more ; and, by a sleep, to sav TexDle and the./**,M^a«rf (contrast) natural shocks (involved .n -heartache ') that flesh is heir to; (involved In -natural^) 'Tisa consummation (involv^ \T^^A ^W/jr to be wished ! (' wished" implied) To die? T^Meep; repetition) Hosleep? (newfas a question) Perchance to dream- {n^y,) Ay! M^r^'/the rub • (suggested contrast) For, in /W sleep (contrast) of dea^(explanat.on) tvhat (contrast) dreams may come ' i^TA^'K• P"'"^T^'; ^'^•) ^h4we have scuffled otrthisthis mortal coil, (involved in -death) must give yx^p^usci (new) There^s the respect (sugffS con rast) ^at makes calamity of so long life .- Sved m -give us pause") For «;>§„ would bear (-bear'Mn Imkt'Vthe^^iT ""' »^^""" ^^ '•'"^' (saL as^'cai: amity, ) the ^f pressor's wrong, ("wrong" implied) the proudvtiaA contumely, (contrast) the S of despised /^z;^, (contrast) the W^delay (-delaV'Nm. plied aphonstically) the insolence of offce, (new) and . «P":jM'"^«»ved in - insolence") tC pati^nrL^V lir^- kV^- ^"^^^'-^t^ke,, (contrast) when he himl self might his gutetus make (contrast to - bear") wiTh a bare bodkin? (expletive) Who Would fardels b^i^ to groan and sweat under a weary life, (same aT- who rdid''-"* r'.^^^'j^P^'" etc.)^Wthat the dr^aS . to - ffe") ^^'^d.^^^^'^^ihinga/Z^r death, (contrast to ife ) that undiscovered country, from whose bourn iM^J^Vt^ II T'lKking Reading in J>uilic Seh««'« the will, con8cience(imDiiedWo«.m.t°,™l^* /'*''* > TV' of^«/nith.SS"'nH"™'"«^ '" "resolution") EMPHATIC ANALYSIS OF PORTIAS SPEECH , ON MERCY, -i "The quElitjr of mcrcj is not ^/raiVrw/.- ' ... , . Teaching Reading in Public Schools. 13 ceding context the ettiphasis ivould be different. The introductory dialogue is : "Po you confe«« the bond?** "I do.** 1 1***" ™"*' **** J®'' *^ merciful ? *' On wia/compuigion must I? tell me that.** The qualitjr of mercv «•« not strained ; It droppeth, as the gentle rain -^'' I find the next lines marked thus in a school book : ,; ^. , \< " From heaven v Upon the place beneath; But rain necessarily drops *' from heaven" and "oh the places beneath,"- and we should read : " Upon the place beneath. It is /«;,V:« blessed— " "^ ^hen the school book reads; ^* It biesseth kirn that gi^es and him that ulke$r But this prominence of *'him" unjustly excludes the ^^t.^ '• '^' statement would fie e^ially mi^ her that gives; and the emphasis on *' takes" i a coSrs'TThltT'- -^'^"^c^* ^° ^"'P^/' «« « »"«tter of course, hat the recipient of mercy is blessed : and the only point to be enforced here as an argument for iSad- ' ^ ^''''" •« ^»«> blessed. We?hou?a lis m<^4/M5/ in the mightiest;—** Here the school book reads : Tu *.u J " '' becomes ^ The throned monarch 3«//«.r than his cro^*,** But the idea of "crown" is involved in that of " monarch," and we should read : . The throned monarch better than \ His sctptre (antithetic to **crowni Now the school book reads : . ** Shews the force of temporal poweri" ecome les ;rown; ,1 i^vx >* *- W-"^ V '4 But this is involved, ^'temnorai' u^- pan onne i.ea of '^^o.^':^J>^^i;i^^ The attribute to awe Vixxd majesty " Bothimpiied. ' ' j •^erdn doth sit the ^rf andy^ of king^^^^^^ . But: -dread" and "fear" cohvev the s^m^ 'i . there is no real antithesis. ^ ^^ '^^^» **"«' The reading should be: Where.„ do.h,i.u,e dread .ISX Of ki„g3,_„i;; ; Resting contest to /^., ,he;prt,duct of „,e^. Antithetic to the. ./,^„/,„yems of maJesty^ * •It « an .ttribute of Goi himMlf." J 3 • " New, and contrasfed with 'iltings." "And earthly power doth then .how /«,,rfGod-s.- . Here the school book reads . • "'^*>^ ilii^jr seasons ymtice." - mercy," theretSekher of ^^""^1 'P''^'"^ ^^ phatic, We should read! "^^^^"^^ can be em- K^"** ^"'■^'^'■y P°^er doth then show //»../ r^ ^. »^>l«« mercy seasons iustice'TK/T^*** -of the manner in which thT^ ""''J ** '"''"ting at the time they werrwrittl^ J'"'a'i **■■* »P°'«=» Ellis, the well know,? Zh^^ ■ ¥"■• Alexander John the "EsMnUals ofThii!°"'5'"'l"''°'»'-' ""'hor of Kntiais o» Phonetics," "Earljr English Pro- ^^-w- V o/s, ■[- necessary flightiest/* idea, and -t f* mercy. St)'. # an at- iting of be 6m- on an esting 3oken John lor of Pro. w^r^^ fK?- H**^" pronunciation of almost everv word m th.8 speech ; and from Mr. EHis's utterancfeV symborsT^^ Z^^lf • ^ ^ Speech, so that I can present you with a facsimile of phonetic English as it was un doub^ly heardin the days of ShLspea^e; ' "" [The Brant Teachers' Convention of course heard ^?^ U T'Sn ^"' "^''"^ ^^ easily^il^i:! vocalize it m the same manner for himself, from iK »?t^ eve r;in ^^* ^V* "^^^ '^^"^ *° t*'^ ""in't- common Tr C ^ inuchv^more simple than the common A, B, C or any other alphabet. The nota- tion of sound by the Visible Speech types. 'sTrP-S" al^ directive, so that readers of all nationaliSI pro- nounce every element with exactly the same effect reader to give the subject some attention.] • PORTIA'S SPEECH ON MERCY. IN VISIBLE SPBBCH TYPOGRAPHY. Id OOlDCM, JCU «C 0£ria5DCO» a,J«s, 30^^ Ol3(iJf fo Bcoioca ofQ W3D er3c.5, 3QJQ OfS WjD DJiaJ- Ofc.3 Sl^COf CUD f (S WC Sl^CDf COO ; f DCalQC, ' wc oolfojCQ stcsoa qio^o w]© oIcj aoljoj. Oln UTDDIC Otic.5 MC 3l^^^^ let me reca^Ste Ae vSt^r^'f ""-^""^ft ^.^a^,,„, --f°--^«te„dedto: n. P»j,„„c.atioi,_ph„„,«, ^ J"-- V. Emphasis-- definite laws. ^ know that IjKBl^ °*^ '™"°*'-- not conceive ot^KO^t^O'^' well ; and I can- good readers. BaKBOF^"^' galculated to make plans alre^y forMP^J'S #» *ave vour^^ mi„T,K ^ J""' P'^cednre by Iv .^"* atlemp,i„g S ^""aKe to which I ^^l ^' *» b^r i?v ment of „jr address, "ThSSri^l, • "^^ Wmmence-^ :% Teaching Reading in Public SchooU, \ 7 There is but one other point t wish to notice, ii% conclusion; tbit jfi the importance in teaching reading," of simvltane(j&^rci8e. - We know how the .voices of a CQiifH^MMJpt^ led in singing, by a single prc- tjnfluence of voice developing voice in' the simultaneous exercise of a class _ Of course the individual voices will be iom time to time, and separate readings will be occasionafl3*'prres<5ribed ; but the general exercise of a class will, with great advantage, be simultaneous. You can readily distinguish a discbrdant vowel or in- flexion, even when twenty or thirty voices are sounding tdgerther. Your pupils in this way receive a much larger amount of exercise and the interest of the class is miich better sustained than when each individual is called on for *he few moments which can be allotted to him for separate reading. "*■ f TT^ \- % m ft 031 1 . I ( I (/ > I f i «■•„■ V T7l»«?P"'T'»TnrrrT'-Tir7rrrirTTTrf»T t;i'.''>jf4^ 1^ ■i.w^iV.vj Sol ./■ ,^ V- 'H i ■ • '-!■' . t •PHOBIAS HEITDEBSON, Sole Agent for Canada. BKANTFOKP, ONT. "W'O^liM.G]^ BY Alex. Uelville BeU. F.E.I.S., &c. PVBIilSHBD AHD flMNLD BT ■•■ ■'Y James P. Burbank, Salem, Mass. 5^** Any of the foUowing Publications sent to iny address, post paid, on receipt of price. '■ill 'ii I .. ^ Physiological Alphabetics, Uf90JCOCiJ 3f« (i)IDCi>rCi5XCpDlQ U]JS50vi5 l» JOO C0X€ie4:IOffil?iJ {Sy mMs for represeMtittg sounds tft ail LaugiMges.) Visible Speedl — The Science of Universal Alphabetics : or Self-interpreting Jphysiological Letters for writing all Language^ in one Ati^liabet ; a|ic^ for teaching the Deaf and Dumb to speak. Illustrated by Tables, ]L>ia]grams, and Examples of Printing and Writing. Inaugural Edition, 4to, cloth . . . . v $5.00 Popular Description of the Organs of Speech. " ~ " ■ >f Visible" ■ - " planation Visible Speech applied to English. Contents.. the Organs of Speech. The Invention of Visible Speech', tion of Visible Speech; Theoretical Explanation, Exercises, etc< tion of Visible Speech to Lahguages. Plates. Diagram of Tabular Exposi- Applicar Explanatory Lecture on Visible Speech.— Delivered to the Royal College of Preceptors (Feb. 1870.) Illustrated by Diagrams and Universal Alphabet . •_ . .15 Snglish Visible Speech for the Million.— For teaching the exact Pronunciation of the Language, to Native, For- i eign, or Illiterate Learners. Illustrated by Physiologi- cal Diagrams, Exercises, &c., 4to., paper covers ..40 Contents.— English Visible Speech. Explanation of Consonant and Vowel Letters, Glides and Modifiers. Note on Diagrams. Organic Fojtnation of the Principal Blenient8v -'* y |1' * • . - . Universal Line Writing and Steno-Phonography.— A New Work, on the Basis of " Visible Speech." In five Sec- tions : I. English Vernacular and Orthoepic Line Writing for use in schools. II. Universal Line- Alpha- bet for Languages, Telegraphy, &# III. Universal Line-Alphabet for Embossed Printing for the Blind. IV. Elliptical Steno-phonography, applicable to' all Lan- guages, and -fully developed for English. V. English Reporting Steno-phonography.. The work can be ob- tained complete in one volume 8vo,or in parts as above. In parts, each, .20 Price, complete . . .^5 Visible Speech School Boom Charts.— Prepared by Prof. A. Graham Bell of the Boston University. New and ; Revised Edition just issued. We furnish them in three styles; on paper, unmounted; mounted separately on heavy cardboard ; mounted on cloth and bound together at top, with roller. Price for either style, per set of seven charts V . . . . . $io.00 Tisible Speech Alphabetical Symbols. — The English Alphabetical Symbols are printed separately upon cards, which can be arranged in any order in front of a class,' forming an articulation exercise which is to be pro- nounced by the members of the cfass. By changing the cards an unlimited number of exercises can be formed. Size of consonant cards, 5x5 inches . 2.00 Visible Speech Object Cards.— These consist of cards on which are printed in Visible Speech, the names of com- mon objects, illustrated by pictures of the objects them- selves. 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Four Modes of Articulation. Table of ^ngmn ArUculations. Elementary Instruction in Speech. The Powers of the letters, and Orthographic Tables.))* Phonetic Notation of Speech. Combinations. Accent, Rhythm. Inflexion; etc. Part II. Ul««ona''y o'3nf"i£™mArfV.i^ Vowels. The Aspirate H. Articulations. Part III. Cure of Stammering and other impediments of Speech. Articulative Exerctees. Literal Kxer- cises. Verbal Exercises. Observations of Stammering, &c.— With notes of cases. Paper covers . . . . • • • '^y Theory and Practice of Elocution. The Principles of Elocution— A new and revised tkiition of this Standard work has just been published. The Work contains a summary of the Principles of Vocal Physiology,; with a full development of the principles of Expressive Delivery ; an original analysis of the Tones of Speech, and the Laws of Emphasis ; the me- chanical and expressive principles of Gesture, &c. Illustrated by upwards of Two Hundred passages marked for Exercise. Fourth Edition. 12mo., cloth . 1.50 rnNTFNTS PAwr I— Promunciation. Principles of Respiration, vSSSSon; etc Vjwel fommUon. Anglicisms, Scotticisms. Hibernicisms, R^ Americanisms of ArUotHations and Vowel Sound. Vowel Notation. SiculaUons. Pri^iple of Distinct Articulation. Syllabic Quantity. "^ptuT II -INFLEXION. Mechanism of the Inflexions. Preparatory Pitch. TrvnrftKRlveness of the Inflexions. Verbal Grouping, etc. ^ K?III StPRTOSlvBDELlVKRT. P»«««. Mo^ulfttton. Force Rud Time. 4AS%^^rE^Mt„%i''Ti'Xf^^^^^^^^^ «?!:rriSLTNSS*i;,»x^^^^^^ Principles of Motion. Application of Geiture. Notation of Gesture. i ~v . t h"" j,". The Standard Etocuiionist. — A Collection of upw«rds of Four Hundred Classified Extracts iu Prose and Poetry, ,« adapted for effective Readiiig and Recitation. - The Principles of Elocution, abridged from the " Elocution- ary Manual," with relative Exercises, are prefixed. 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Order or Registered Letter. ■ * THOMAS HENDERSON^ i ~ Brantfbrd, Ont *- :*^ iJL ■ST i»MA^lbiJ<£lHt M _ziis- ' "i « '■ «rds of . • Poetry, \ .: ■ The H cutioM- '•: , New S 1.50 58 -on the Inqueiice. idingB in r PnpilB. Druniatic f ^, Com- 'i ^fll marked Ta Essay less of fi nciples 1.00 1 L)lC8 of ''Prin- 1 " .20 ince of 1 to the 1? lied by i .15 ^t« 3red to iburgh. .15 » 1 i t post- Bcialty, i /- ij rder or ( • ^ — i m^2'^^t^^ yru !► .<*? ■y-'-"-''\KX'*^- M^ '^■'v: i '-m. v*. m >'^i. J-.> ' m H' '/ %. is:^ t. -/.;•'* ■<'t- AiVi-V- >" > ''^^ . n- ^*^: f - .' -Itk i :. ';>>>-: ■f/i,--'- ' S '\'i t: ■I'. Vi .-■■v..^ : ,-J''-: :. .':■:.»■■': m -A'K ■'^^^'^■\f:--\i /^•^.' ^^ V.->C; ¥r^;'^M •V^;^e ^^•c^^ >«i-' •^' ■".\"c: 's-m m i r* <■■ ; 1-^ *", f' ' * .i'' V^V ?•«;>'. -<4-: 1^. ^ k-*^' .>,-'Y y^; :^vj^' ^M^i!;MP'r^ •;.:'^ ■yn. "^V^ ■H's- '■\«» «>'T*; y^' 1,- .'«. 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