UC-NRLF 891 B789 ^B tiEM flDE cNUNGIATION AND ARTICULATION BOYCE Digitized by the Internet Archive in 2008 with funding from IVIicrosoft Corporation http://www.archive.org/details/enunciationarticOOboycrich ENUNCIATION AND ARTICULATION A PRACTICAL MANUAL FOR TEACHERS AND SCHOOLS BY ELLA M. BOYCE FORMERLY SUPERINTENDENT OF SCHOOLS BRADFORD, PENNSVLVANIA REVISED EDITION GINN AND COMPANY BOSTON • NEW YORK • CHICAGO • LONDON ATLANTA • DALLAS • COLUMBUS . SAN FRANCISCO COPYRIGHT, 1889, BY ELLA M. BOYCE COPYRIGHT, 1915, BY GINN AND COMPANY ALL BIGHTS RESERVKD PRINTED IN THE UNITED STATES OF AMERICA 536.2 ^ ^X-e.cvv^^ 3-^ ^ 2>'^4^ GINN AND COMPANY . PRO- PRIETORS • BOSTON . V3Ji. PEBFAOE The important subjects of enunciation and articulation have as yet received but Httle attention in our public schools. Why they are omitted, when they are the es- sential features of good reading, is difficult to explain. If a pupil who has had a full course of instruction in the public schools desires to come before the public as a speaker, he must first be trained in the elements of good speaking, and for this training he has to seek private instruction. That more attention will be given in the future to the subjects treated in this textbook will be conceded by all educators. Clear enunciation cannot be learned in a day. It requires years of practice, and only by con- stant efPort on the part of the pupil and constant watch- fulness on the part of the teacher can it be attained. The exercises in this book were first given to the pub- lic only after being tested for two years in the Bradford schools. Educators who have visited our schools have invariably noticed the results and inquired into our methods of teaching. In this revised edition a number of errors have been corrected, and some changes have been made to add to the usefulness of the book. E. M. B. M12339 iii HINTS TO TEACHERS Practice in enunciation and articulation should begin with the primary grades, and although the meaning of many words given in the exercises is beyond the com- prehension of the children in these grades, the words should not be omitted. The effort must be made in the primary grades to speak the words correctly after the teacher, and no word should be omitted because it is long or difficult to pronounce. The drill should be given in each grade of the gram- mar school and the high school, and even then, after careful training, we may expect to find much to correct, so long as pupils hear careless pronunciation outside of school. Each letter should be given two weeks' atten- tion before another is taken up. Ten minutes a day should be given to the practice. It is held by many educators that time should not be spent in teaching the position of the vocal organs for the enunciation of a letter, but we find that better work is accomplished in this branch by the pupils who can explain these positions. In connection with the daily drill of any letter the words on pages 47, 52, and 53 should receive a few moments' attention. It is found difficult to have these words clearly enunciated, from the fact that the pupils have so long been mispronouncing them and hearing HINTS TO TEACHERS v them mispronounced. The drill on ng on page 22 should also have frequent attention. Whispering exercises, like those on pages 54 and 55, are among the best aids to clear enunciation; but this kind of drill should not be prolonged. It is fatiguing to the pupil, and should never be extended beyond three minutes. In teaching the sounds of the vowels, especially on pages 68-90, attention should be called to the diacritical marks and to the Key on pages Q^ and 67, that pupils may learn to recognize these marks elsewhere. A few short stories and poems have been inserted with the hope that the teacher will select others. Not until the final consonants are enunciated clearly should any attention be given to expression. ENUNCIATION AND ARTicULATION The sound of *f' as in 'beef Put the lower lip against the edge of the upper teeth and force the breath out between lips and teeth. turf wife adrift proof calf muff self grief wolf roof scoff relief aloof refuge strife deaf defeat staff loaf chaff off thief reef leaf waif skiff stuff foot wharf farm life fife chief knife cuff belief sheaf forth half scarf The thief ran off with the fowl. His wife will scoff at his belief. The muff and the fife lay on the turf. The waif went to her relief. The chief held aloft the staff. Half his life was spent in grief. Finding himself adrift, he took refuge on the reef. Offer him the sheaf and the loaf. The wolf was victorious in the strife. enunciatio:n^ and articulation The sound of *v' as in 4ive' l*bsition L as for « f ', with voice instead of breath. dive save behoove resolve love behave stove absolve rove rave survive revolve reserve every derive heavy leave prove strive five heave dove connive bereave believe lava sieve arrive twelve remove receive achieve Resolve to approve the event. Strive for a decisive victory. He cannot survive the excessive exposure to cold. Do you believe that he will revive ? Have ever a desire to live well. Eeserve five out of every twelve. Remove the sieve from the stove. It will behoove them to receive the favor gratefully. I believe the boys resolved to free the doves. Contrive to reprove in a way that will prove effective. ENUNCIATION AND ARTICULATION 3 The sound of *p' as in *pipe' Place the lower lip against the upper lip, and explode the breath. rope trip hope turnip harp vamp soap peep mishap group strap tiptop sup skip loop ship chirp type pop trap flap wrap equip gap slip lamp people entrap creep shop pope lump whip leap clap chap sleep parsnip sloop keep It was proof to the people that the pope was in the ship. We hope to sup and sleep after our long tramp. The frost will nip the tops of the turnips and parsnips. The captain of the ship is asleep. Make a long loop in the rope or the strap. The chap held the pen between his lips. Let us keep the harp forever. Do not weep at a mishap. A group stood on the steep hill, ready to entrap the fox. The skipper threw the rope to the sloop. \ ENUNCIATION AND ARTICULATION The sound of *b' as in *rub' Position as for < p/ with voice instead of breath. babe bribe rib absorb cube babble blab cherub dub barb rubbers daub fib belief curb member imbibe fiber globe fob noble rhubarb superb garb herb disturb shabby wardrobe The babbling babe was placed in the tub. The noble boy will take no bribe. Salt imbibes moisture from the air. Rub the brass until it is bright. We will not leave the saber in the cabin. The brown bowl is broken. The behavior of the boy was beautiful and commendable. The shabby old rubbers are under the wardrobe. Any member will feel at liberty to leave the club. A big black bug bit a big black bear. The birds were building their nests by the babbling brook. ENUNCIATION AND AKTICULATION The sound of *m' as in *hum' Position as for « p ' or * b/ with voice forced through the nose. rim fame roam commend pilgrim vim perform cream move farm room tame mum thump reform numbers home torment loam blame dream grammar comb diagram name succumb rhyme conform time bomb form diadem come plum thyme inform The pilgrim will dream of home. Name and fame do not mean the same. He will come to the farm in time. The loom will move with vim. His thumb was on the rim of the cup. The bomb burst in the room. The memory of his home will torment him while he roams. Some blame, others commend him. You may diagram a number of sentences from the grammar. Many of the plums came in from our farm. ENUNCIATION AND AETICULATION The sound of *n' as in *man* Blace the tip of the tongue at the base of the upper teeth. knife raven surgeon raccoon fin morn between clean nine mourn sardine green join noun raisin children combine adorn learn routine main thorn stone fashion fine drown throne grown pain alone brown scorn crown coin borne govern The sun will crown the morn. Combine a noun with a verb. He bore the pain without a groan. The burden of much care made him mourn. We will remove the fin with a fine knife. Nine or ten men will come then. He is a person who would adorn a throne. Fashion should not govern our actions. A coin was given to each of the children. The man came alone, and he was un- known. The children soon ate the sardines. ENUNCIATION AND AETICULATION The sound of *t' as in *bit' Position as for