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John Svett 
 
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srije i^eatn'nfi Circle Hi'tjrars^ 
 no. 10. 
 
 Ear and Voice Training. 
 
 BY MEANS OF 
 
 Elementary Sounds of Language. 
 
 N. A. CALKINS, 
 
 AUTHOR OF 
 
 Primary Object Lessons," "Manual of Object Teaching," "Phonic 
 Charts," and "First Reading: From Blackboard to Books." 
 
 " Before all things thou 
 oughtest to learn the plain 
 sounds of which man's speech 
 
 COnsisteth. ' 
 
 —John Amos Comenius. 
 
 New York and Chicago: 
 
 E. L. KELLOGG & CO. 
 1889 
 
Copyright, 1889, 
 
 BY 
 
 N. A. Calkins. 
 
 eOUCAVJON QfiF^ 
 
PREFACE: • ':■ 
 
 The common existence of abnormal sense-perception 
 among school-children is a serious obstacle to teaching, 
 and should receive special attention for its removal. 
 This condition is most obvious in the defective percep- 
 tions of sounds ; and it may also be frequently found in 
 relation to form and color. The faulty, indistinct 
 articulation in speech ; the frequent mistakes made in 
 hearing what is said ; the inability to distinguish mus- 
 ical sounds ; the lack of accuracy in recognizing the 
 sounds and the forms of letters ; and the failure, by some, 
 to distinguish colors — all indicate lack of proper devel- 
 opment of sense-perceptions. 
 
 Some persons attribute the lack of distinct percep- 
 tions of sounds to partial deafness. Careful observa- 
 tion and long experience with children lead to the 
 conclusion that most of the common defects in sound- 
 perception exist because of a lack of proper training 
 during childhood to develop this power of the mind 
 into activity. Careful observation has led to the be- 
 lief, also, that many cases of supposed color-blindness 
 are only instances of undeveloped color-sense. 
 
 From observation of young children, before they speak 
 words, it has been found that some of the sounds of «, 
 and some of the sounds of o, are the earliest vowel 
 sounds uttered by children ; and that the sounds of m. 
 
IV PREFACE. 
 
 Pi t, 71, and dy are among consonant sounds first ut- 
 tered by thiem.. It has also been observed that young 
 Children fre(^ueritly substitute the sound of one letter 
 for; that of another in their early use of words. Exam- 
 ples of this substitution are found in their use of the 
 t-sound for the k-sound ; and of d for g ; oi d for th in 
 this ; of t for th in thin. Defective sound-perception 
 may be found, also, in the omission of the sounds of 
 some letters. 
 
 When these defects of utterance are not corrected 
 during the early school-going period by special atten- 
 tion to the development of the sense of sound-percep- 
 tion, by ear training, habits of faulty utterance are 
 formed which are very difficult to overcome in subse- 
 quent years. 
 
 Every parent and every teacher should know what 
 are the organs of sound and of speech ; how sound is 
 produced in the human voice ; how the sound is modi- 
 fied or articulated into speech ; how defective utter- 
 ance of elements of speech may be corrected ; and how 
 the organs of speech may be trained in flexibility and 
 accuracy of movement so that the result shall be dis- 
 tinctness of speech. It becomes, therefore, a matter of 
 great importance in the work of education that due at- 
 tention shall be given, in the training of children, to 
 the development of a ready and accurate perception of 
 sounds and to distinctness and correctness in their 
 utterance. 
 
 No more important matter can claim the attention of 
 instructors of children than that of early training the 
 ear and the voice in the elements of speech. And yet. 
 
PREFACE, 
 
 in the ordinary modes of teaching children to read, this 
 matter is seriously neglected, and even ignored. Chil- 
 dren are taught the names of letters, but they are too 
 seldom trained to recognize the sounds of the letters as 
 used in words. 
 
 Some teachers who are themselves ignorant of the 
 importance and advantages of speech training, by the 
 aid of the elementary sounds of our language, treat this 
 matter with indifference and attempt to overcome lisp- 
 ing, mumbling, clipping, and other faults of utterance, 
 by the use of means much more difficult of application 
 and far less effective in their results. 
 
 While the child's organs of speech are flexible, there 
 is found but little difficulty in training him to utter 
 any of the ordinary sounds of speech. And when these 
 Gounds have been duly associated with the letters that 
 form the words spoken, the knowledge of sounds be- 
 comes a very great aid to the pupils in their reading 
 and spelling. 
 
 How to give such training in speech as shall lead to 
 habits of distinctness in speaking and reading, is a sub- 
 ject that deserves special and careful attention of 
 parents and teachers. Much depends upon the man- 
 ner of presenting the sounds of our language to pupils, 
 whether or not this means shall produce the desired 
 development in sound-perception, and in training the 
 ear and voice so that distinctness of enunciation, clear- 
 ness and accuracy in speaking and reading, shall be the 
 result. 
 
 The methods of presenting the exercises for ear and 
 voice training, given in the following pages, are the 
 
VI PREFACE. 
 
 results of an extended experience under such varied 
 conditions as may be found with pupils representing all 
 nationalities, including both native and foreign born 
 children. These methods have been found practicable 
 by thousands of teachers with many hundred thousand 
 children. By means of the directions given teachers, 
 who were not previously acquainted with the analyzed 
 sounds of language, have learned to use them success- 
 fully in teaching, so as to correct indistinctness of 
 enunciation and faulty pronunciation. They have also 
 been able to train their pupils in habits of greater ac- 
 curacy in hearing and correctness in understanding. 
 Through such training many of the common blunders 
 in misunderstanding what is heard may be avoided. 
 
 An idea of the comprehensive character of the plans 
 described in the following exercises may be had from 
 the Table of Contents. These plans will enable teach- 
 ers to lead their pupils to acquire ready and distinct 
 perceptions through sense-training, and will cause them 
 to know the sounds of language in a manner that will 
 give practical aid in learning both the spoken and the 
 written language. The simplicity and usefulness of 
 these lessons need only to be known to be appreciated 
 and used. 
 
CONTENTS 
 
 PAGE 
 
 Preface, ....... iii 
 
 Characteristics of the Course of Instruction for Ear 
 AND Voice Training. — Its basis. — Methods, etc. — 
 A summary for teachers. — See the several state- 
 ments, 2-5; 27-29; 30, 31; 38, 39; 54-57; 58-60; 71, 72 
 
 Speech Training, ...... 1-14 
 
 A Word to Parents, ..... 1 
 
 A Word to Teachers, ..... 2 
 
 Preparing Pupils to Learn, .... 3 
 
 TraIxVino the Ear and the Voice with Vowel Sounds, 5-11 
 First Exercise, ...... 5 
 
 Second Exercise, ...... 6 
 
 Third Exercise, ...... 7 
 
 Fourth Exercise, ...... 8 
 
 Fifth, Sixth, and Seventh Exercises, ... 9 
 
 Eighth Exercise, ...... 10 
 
 Purpose of these Exercises, , , . .11 
 
 Comparing Sounds of Letters, .... 12-15 
 Comparing the A-Sounds, ..... 12 
 Comparing E-Sounds, . . . . .13 
 
 Comparing I-Sounds, . . . . .13 
 
 Comparing 0-Sounds, . . . . .14 
 
 Comparing N-Sounds, . . . . .15 
 
 Double Vocal Sounds, . . . . .15 
 
 Training the Ear and the Voice with Consonant 
 
 Sounds, 16-29 
 
 Breath and Voice Sounds to be Distinguished. — See 
 
 statements, . . . 16, 18, 19, 20, 22, 23, 45 
 
VIU 
 
 CONTENTS. 
 
 How TO Teach : 
 
 M and N-Sounds, 
 
 F and V-Sounds, 
 
 S and Z-Sounds, 
 
 T and D-Sounds, 
 
 P and B-Sounds, 
 
 K and G-Sounds, 
 
 L and R-Sounds, 
 
 Th-Sounds, 
 
 Sh and Zh-Sounds, 
 
 Ch-Sounds, . 
 
 Y and J-Sounds, 
 
 Wh and W-Sounds, 
 
 H, Qu, and Ng-Sounds, . 
 
 C, Q, and X have no sounds of their own, 
 
 Naming the Sounds, . . . .27, 28, 31, 38, 
 
 Number of Sounds in our Language, . . 28 
 
 Vowel Sounds Grouped, .... 
 
 Their Names and Diacritical Marks, . . 31-37, 
 
 "Why and How to Use these Grouped Sounds in Teaching 
 
 The A-Sounds Grouped, 
 
 The E-Sounds Grouped, 
 
 The I-Sounds Grouped, 
 
 The 0-Sounds Grouped, 
 
 The U-Sounds Grouped, 
 
 Plan of the Lessons, 
 
 Reviewing Vowel Sounds, 
 
 Reviewing Diacritical Marks, 
 
 Consonant Sounds Grouped, ... 
 
 Their Names, Diacritical Marks, and Silent Letters.— 
 
 How to Teach Them, .... 
 Breath and Voice Sounds Grouped, . . 47 
 
 F and V-Sounds, ..... 
 
 S and M-Sounds, 
 
 17 
 18 
 19 
 19 
 20 
 21 
 21 
 22 
 23 
 24 
 25 
 25 
 
 71,72 
 
 71,72 
 
 30-37 
 
 42-44 
 
 32, 33 
 
 32 
 
 33 
 
 33 
 
 35 
 
 37 
 
 38,39 
 
 40,41 
 
 42-44 
 
 45-^3 
 
 46-53 
 
 48,52 
 
 47 
 47 
 
CONTENTS. IX 
 
 P and B-Sounds, ..... 
 
 T and D-Soimds, ...... 
 
 K and G -Sounds, ..... 
 
 Th-Sounds, ...... 
 
 Sh and Zh-Sounds, .... 
 
 Voice Sounds: 
 
 M and N-Sounds, ..... 
 L and R-Sounds, ..... 
 Ng and J-Sounds, ..... 
 W and Y-Sounds, ..... 
 
 Breath Sounds : 
 
 Ch and Wh-Sounds, .... 
 
 H-Sound, ...... 
 
 Specially for Teachers, .... 
 Sounds used in Teaching Beading, with suggestions 
 
 to how to proceed, .... 
 Sounds used in Teaching Spelling and the Meaning of 
 Words, ...... 
 
 Pairs of Words, Pronounced Alike, but Spelled Dif 
 ferently, and having different meanings, 
 Pairs of Words containing the First Sound of A, 
 Pairs of Words containing the Second Sound of A, 
 Pairs of Words containing the Third Sound of A, 
 Pairs of Words containing the Fourth Sound of A, 
 Pairs of Words containing the Fifth Sound of A, 
 Pairs of Words containing the Sixth Sound of A, 
 Pairs of Words containing the First Sound of E, 
 Pairs of Words containing the Second Sound of E, 
 Pairs of Words containing the First Sound of I, 
 Pairs of Words containing the Second Sound of I, 
 Pairs of Words containing the First Sound of 0, 
 Pairs of Words containing the Second Sound of 0, 
 Pairs of Words containing the Third Sound of 0, 
 Pairs of Words containing the Fourth Sound of 0, 
 Pairs of Words containing the Four Sounds of U, 
 
 49 
 49 
 49 
 50 
 50 
 
 47 
 53 
 52 
 52 
 
 50 
 
 52 
 
 54-59 
 
 54-57 
 
 58-70 
 
 Gl-67 
 Gl 
 G2 
 62 
 62 
 62 
 62 
 63 
 63 
 64 
 64 
 65 
 65 
 66 
 66 
 67 
 
CONTENTS. 
 
 Words containing the Double Sounds, . 
 
 Words in- which E, I, 0, U, and Y, have similar sounds, 
 
 WOEDS THAT KeSEMBLE EACH OTHER IN SoUND, BUT WHICH 
 
 SHOULD BE Distinguished in the Pronunciation, 
 The Forty-five Sounds of our Language Represented.— 
 
 With their Names and Diacritical Marks, . 
 Suggestions for Removing Difficulties of Utterance 
 
 and Impediments of Speech, 
 YoGcH and Speech Organs, 
 Whispered Articulations, . 
 Defective Utterance, 
 Lisping, etc., 
 
 Nature of Impediments of Speech, 
 Stuttering. — Hesitation . — Stammering, . 
 Means for Removing Impediments of Speech, 
 Breathing Exercise, 
 Breathing and Voice Exercises, . 
 For Removing Stuttering — Hesitation — Stan 
 
 PAGE 
 
 69 
 
 ), 70 
 
 71,73 
 
 . 73-80 
 
 .73, 
 
 74 
 
 .74, 
 
 75 
 
 .75, 
 
 76 
 
 .75, 
 
 76 
 
 .76, 
 
 77 
 
 
 77 
 
 . 77-79 
 
 , 
 
 78 
 
 . 
 
 79 
 
 ering, . 79, 
 
 80 
 
SPEECH TRAINING 
 
 A Word to Parents. — The development of the child's 
 powers to gain knowledge from the many things around 
 him, begins long before he is old enough to attend 
 school. During the period before five years of age the 
 child must depend chiefly upon the parent to supply 
 proper materials and the occasions for suitable exercise 
 of the senses. The development of speech in children 
 depends upon the sense of hearing, and a proper exer- 
 cise of the organs of hearing. Speech training, there- 
 fore, must give due attention to providing appropriate 
 exercises for developing the hearing and the voice 
 through their respective organs. This training must be 
 sufficiently definite in its character to secure accurate 
 perceptions of different sounds, and the proper utter- 
 ance of those sounds. 
 
 Vocal sounds are learned ly imitation; hence the 
 great importance of presenting to children distinct and 
 correct sounds for them to reproduce. Intelligent par- 
 ents can do much toward a proper training of their 
 children in habits of distinct and correct utterance in 
 speech ; and toward the use of good language that will 
 secure more satisfactory results than can be produced 
 
EAR AND VOICE TRAINING. 
 
 by teachers, after the school-going age has been 
 r^'acWd, ' ' ' [ . ', .-'^' 
 
 Many of the simpler exercises for ^^ training the ear 
 and the voice/' as described in the following pages, will 
 furnish useful suggestions to parents who desire to cor- 
 rect inaccuracies of utterance in their children before 
 bad habits become fixed. For this purpose, parents are 
 requested to look at the first eight exercises, pages 5-11. 
 Also at "Comparing Sounds," pages 12-15. And at 
 ''Training the Ear and the Voices with Consonant 
 Sounds," pages 16-29. 
 
 N. B. — When the lessons are given by parents, slates 
 may be used in place of the blackboard. 
 
 A Word to Teachers. — When children begin school 
 attendance, the first duty of the teacher to them is to 
 ascertain by careful observation whether or not the 
 sense of hearing has been well developed ; whether the 
 organs of speech have been so trained that they litter 
 distinctly the words which they use. If it be discovered 
 that the parents have failed, from any cause, to give 
 their children suitable training for the sense of hearing^ 
 and for the organs of speech, the teacher should begin 
 this work at once with such elementary steps as may be 
 necessary to secure the needed development. Whenever 
 a special defect in speech is discovered, consult the fol- 
 lowing exercises and instructions for means to correct 
 it, and apply the remedy without delay, until the fault 
 has been overcome. 
 
 Teachers should remember the important fact that 
 the first things which they are to attend to in teaching 
 
SPEECH TRAINING, 
 
 the sou7ids of our language and for the correction of 
 faults in utterance, are the perception, the distinguishi7ig, 
 and the utterance of the sounds ; also that the letters are 
 to be used as symbols of the sounds, and that each letter 
 is to he associated loith its own sou7id. Mere recitations 
 about the sounds of letters are of no practical value. 
 
 In order that the plan of instruction presented in 
 the following pages may be understood, and a prepara- 
 tion made for success in training pupils in the sounds 
 of speech at the beginning of the work, the explana- 
 tions and directions should be read carefully, as given 
 under the following heads, viz : 
 
 *^ Training the Ear and the Voice,'' page 5. 
 
 '^Comparing Sounds of Letters," page 12. 
 
 *' Vowel Sounds grouped," page 31. 
 
 " Plan of the Lessons," page 38. 
 
 *' Consonant Sounds grouped," page 45. 
 
 '^ Special for Teachers," page 54. 
 
 Preparing Pupils to Learn. — Many teachers fail to 
 accomplish good results because they attempt to teach 
 their -puipils hetore preparing them to learn that which 
 is to be taught. The senses are the only powers by 
 which children can gain the elements of knowledge ; 
 and until these have been trained to act, under direc- 
 tion of the mind, no definite knowledge can be acquired. 
 To gain clear sense perceptions it is not sufficient that 
 the organ of sense be acted upon, or excited ; there 
 must also be such co-operation and activity of the mind 
 as to produce attention to that which acts upon the 
 sense organ. Without such mind action, there can be 
 
EAR AND VOICE TRAINING. 
 
 no clearness of perception, consequently no definite 
 elements of knowledge. The actual development of 
 sense-capacity is necessary as a means by which the 
 child must learn. This development is produced by 
 attention of the mind to sense-impressions. Just in 
 proportion as distinct discriminations in sense -percep- 
 tions are made, will be attained the ability to distinguish 
 and know objects accurately. 
 
 Notwithstanding children usually possess the same 
 sense-organs, owing to the differences in their environ- 
 ments, wide differences exist in the impressions which 
 they receive from the same objects ; and there are also 
 differences in the kind of things most observed by them. 
 Corresponding differences exist in their ability to learn 
 when they first enter school, and also in the kinds of 
 knowledge, and in the amount, which they possess 
 then. Consequently, the early work of the teacher of 
 children that have recently begun their school attend- 
 ance should be directed to ascertaining the degree of 
 development in their sense-capacity, then to so training 
 them that they shall attain more definiteness in the 
 discrimination made by observation. 
 
 The special work necessary to ascertain the knowing 
 status of each pupil can be performed skillfully only by 
 those who have made themselves familiar with the 
 modes by which children get the elements of their 
 knowledge. Hence the great importance of placing 
 the younger pupils under the care of teachers with 
 known ability and successful experience in properly 
 training children. 
 
TRAINING THE EAR AND THE VOICE 
 
 WITH YOWEL SOUKDS. 
 
 The above form of expression is used for the purpose 
 of stating as briefly as possible the thought intended to 
 be conveyed, which is — Training the poivers of the mind 
 to act through the ear and the voice by means of appropriate 
 exercises. The idea of mind development should also be 
 understood in similar expressions referring to the eye, 
 or to other sense organs. 
 
 Under this head it is proposed to give methods by 
 which children in Primary Schools may be prepared to 
 learn to speak and to read our language with distinct- 
 ness and fluency. As a good preparation for the fol- 
 lowing exercise, lead the children to notice and to 
 distinguish like sounds, and differitig sounds, such as 
 may be produced readily by means of objects in the 
 school-room, as the bell, tapping on a tumbler, on a 
 slate, on the blackboard, on the desk, on the window, 
 etc. Let the pupils close their eyes while these sounds 
 are repeated, and try to distinguish the objects by their 
 respective sounds. Let them also distinguish, while their 
 eyes are closed, the voices of several of their class-mates. 
 
 First Exercise. — Train children to distinguish simple 
 sounds of spoken language, To do this the teacher may 
 
EAR AND VOICE TRAINING. 
 
 utter distinctly, two or three times, the sound of a as 
 in ale, and request the pupils to state whether the 
 sounds are alike. Then the teacher may utter, two or 
 three times, the sound of 5, as in at, and request the 
 pupils to notice whether the last sounds are alike ; then 
 to state whether they are like the sounds first heard. 
 
 The teacher may next utter the first sound twice, a, 
 a, and require the pupils to imitate it twice ; then three 
 times; then once. Call this the^^r^^ sound of a. 
 
 The teacher may now utter the second sound twice, 
 a, S,, and require the pupils to imitate it twice ; then 
 three times ; then once. Call it the second sou7id of a. 
 
 The teacher may utter the first and the second sounds 
 of a in alternation, making short pauses between them, 
 and require the pupils to imitate them, fi, &; a, &. 
 The pupils may repeat these two sounds in alternation 
 three times, a, 5, ; a, ^ ; a, k. Afterward the teacher 
 may request them to make each sound as it is called 
 for, as : first sound of il ; second sound of 3. ; first 
 sound, a ; second sound, h ; second sound, h, etc. 
 
 By this exercise the pupils will be led through a sim- 
 ple and practical means to distinguish, to utter, and to 
 designate the several sounds of the letters. 
 
 Second Exercise. — A second exercise for training the 
 ear and voice may be introduced by requiring the 
 pupils to imitate the teacher in making a third sound 
 of ii, as in car, thus, a, a ; a, a. Next request them to 
 utter this third sound of a in alternation with the fii'st 
 and second sounds, thus : a, a ; a, a ; h, h; a, a ; ^. k; 
 &, a ; then, a, &, a ; a, h, a, etc. Care should be taken 
 
VOWEL SOUNDS. 
 
 in relation to pauses between the succeeding sounds. 
 The teacher may now request the pupils to make these 
 sounds as they are called for ; thus, make the first 
 sound of a, make the third sound of a, the second sound 
 of a ; the tliird sound, the second sound, the first 
 sound, etc. 
 
 For leading the pupils to take more accurate notice 
 of different sounds, the teacher should utter them dis- 
 tinctly and request the pupils to tell loliicli sound is 
 uttered, as each of the following sounds are made ; a, 
 a, a, a, a, etc. 
 
 Third Exercise. — This training through the ear may 
 be continued by teaching the pupils to recognize and to 
 utter the fourth sound of a, as in all ; proceeding as 
 with the third sound, including a review of the three 
 sounds already learned. Inasmuch as the fifth sound 
 of d, as in fare, air, care, and the sixth sound of k, as 
 in opera, ash, chant, last, pass, are not so readily distin- 
 guished nor so easily uttered as the first four sounds of 
 A, it is better to omit these two sounds until the pupils 
 have acquired greater accuracy in distinguishing sounds, 
 and more skill in the use of the voice ; and until, by 
 proper training of the ear and voice, they have become 
 prepared to learn phonetics by means of classified 
 sounds of the several letters. As a simple step toward 
 classifying the sounds of letters, the teacher may now 
 write the letter a four times on the blackboard, plac- 
 ing the numbers over them ; thus, — 
 
 f 2 s 4. 
 
 a, a, a, a. 
 
8 EAR AND VOICE TRAINING, 
 
 The teacher may then point at each letter in order, re- 
 quiring the pupils to utter its sound as indicated by 
 the number. The letters should also be pointed at out 
 of the given order, and the pupils taught to utter 
 their respective sounds. 
 
 Each of these sounds may be written three times, and 
 numbered as before, then the pupils may be requested 
 to make all the first sounds of a; then to make all the 
 fourth sounds ; then all the second sounds ; then all the 
 third sounds, etc. Afterward the teacher may utter 
 these sounds, one at a time, and request pupils to point 
 out the letter that represents the sound made. 
 
 Fourth Exercise. — Sounds of E. — The ear and voice 
 training may be continued by the use of the two sounds 
 of e — the first sou7id of e, as in me; and the second 
 sound of ^, as in met. The teacher will proceed to 
 utter each sound, and the pupils to distinguish it, as 
 they did with a in the preceding exercise — thus exercis- 
 ing their organs of hearing by distinguishing the sounds, 
 and training their voices by uttering them. 
 
 The letter e may then be written six times on the 
 blackboard, and marked as follows : — 
 
 / 
 
 2 
 
 f 
 
 2 
 
 / 
 
 2 
 
 e, 
 
 e; 
 
 e, 
 
 e; 
 
 e, 
 
 e. 
 
 The pupils may now be taught to utter each sound, 
 indicated by the number, as the letter is pointed at. 
 The pupils may make all the first sounds of e ; then all 
 the second sounds of e ; and the exercise for this letter 
 
VOWEL SOUNDS. 
 
 may be continued as were those for the sounds of A, 
 including that of the blackboard exercise. 
 
 Fifth Exercise. — Sounds of I. — The training exercises 
 for the ear and the voice may be continued with the 
 tiuo sounds of I — thejirsijound of i, as in ice, fire ; and 
 the second sound of i, as in pin, fin, in, in the same 
 manner as with the sounds of B, including the black- 
 board exercise : — 
 
 Sixth Exercise. — Sounds of 0. — The three sounds of 
 — the first sound of o, as in old, no, go ; the second 
 sound of 6, as in on, not, top ; and the third sound of q, 
 as in to, moon, do, may be used for the training exer- 
 cises, in the same manner as already described for A, 
 E, and /. 
 
 / 3 3 f 2 3 
 
 o, o, o; o, Of o. 
 
 Seventh Exercise. — Sounds of U. — The ear and voice 
 training should be continued with the four sou7ids of U 
 — the j^rs^ sound of u, as in cube, tune, use ; the second 
 sound of ii, as in ftm, tub, up ; the third sound of u, 
 as in full, should; and the fourth sound of u, as in 
 burn, fur, urge, as with the previous letters. The 
 blackboard portion of the training will enable the pupils 
 to associate the several sounds with letters in the order 
 here given, which will be useful in later lessons. 
 
lo EAR AND VOICE TRAINING. 
 
 / 
 
 2 
 
 3 
 
 i. 
 
 / 
 
 2 
 
 3 
 
 4 
 
 u, 
 
 u, 
 
 u, 
 
 u; 
 
 u, 
 
 u, 
 
 u, 
 
 U. 
 
 It will be observed that the sense of sight is employed in 
 addition to that of sound, in these lessons in phonetics, 
 both by the use of numbers and by diacritical marks, 
 to indicate the different sounds. 
 
 Before the close of each exercise, all the sounds used 
 in that exercise should be reviewed. And the sounds 
 learned in the preceding exercises should be reviewed 
 once each week. Sometimes require the pupils to give 
 the second sound of each of the letters, thus, a, e, i, o, 
 u ; then to give the first sound of each, as a, e, i, o, u, 
 etc. 
 
 Eighth Exercise.— /Sbw^i^5 of M, N, F, V, K, T, S*^ 
 The ear and voice-training exercises may be continued 
 by the use of the following sounds, as described. The 
 teacher may utter the m-sound twice and require the 
 pupils to imitate it twice ; then they may be told to 
 repeat these two sounds two or three times. 
 
 Next the teacher may utter the n-sound twice and 
 request the pupils to imitate it ; also to repeat these 
 sounds two or three times, as with the m-sound. Then 
 the m-sound and the n-sound may be repeated in alter- 
 nation two or three times. 
 
 Proceed in the same manner with F-sound, and the 
 
 * The teacher may find suggestions for teaching pupils to utter 
 the sounds of each of these letters by reading the methods given 
 in "Training the Ear and the Voice with Consonant Sounds," 
 pages 16-29. 
 
OTHER SOUNDS. II 
 
 y -sound ; also with the K-sound, the T-sound, the 
 S-sound, etc. 
 
 If the teacher will keep the fact prominently in mind 
 that the chief purpose of these exercises is to train the 
 organs of hearing in distinctness and accuracy, and the 
 voice in flexibility, clearness, and ease of utterance, it 
 will be seen how the purpose may be attained through 
 the use of a variety of exercises. 
 
 The teacher will please notice that the two important 
 matters demanding attention in these early stages of 
 the school-room work are : — 
 
 First, To ascertain the condition of the pupils, as 
 to their ability to use their senses properly. 
 
 Second, To train them in such ways of using their 
 powers of mind as will lead to habits of getting cor- 
 rectly whatever knowledge may be presented, whether 
 it must be acquired through the ear, the eye, or through 
 other organs of sense. When the purpose of these steps 
 in training is understood, the skillful teacher will be 
 able to devise other similar methods for attaining the 
 ends in view. 
 
COMPARING SOUNDS OF LETTERS. 
 
 Afteb the pupils have had the training of the ear 
 and the voice provided by the preceding exercises, they 
 will be prepared for comparing sounds of letters as 
 heard in the pronunciation of words. For this purpose 
 the teacher may write lists of words, each having a 
 sound of the same letter, on the blackboard, without 
 diacritical marks or other signs for indicating the dif- 
 ferent sounds, and then request the pupils to find two 
 letters^ or more, in the given words, that have the same 
 sound. The following list will indicate suitable groups 
 of words for 
 
 Comparing the A-Sounds. — 
 
 cake 
 
 cat 
 
 car 
 
 call 
 
 make 
 
 hag 
 
 arm 
 
 hall 
 
 mat 
 
 ham 
 
 salt 
 
 play 
 
 farm 
 
 cJialk 
 
 rake 
 
 Tiat 
 
 walk 
 
 hake 
 
 man 
 
 star 
 
 yarn 
 
 shawl 
 
 late 
 
 fan 
 
 First request the pupils to pronounce the words of 
 each column distinctly and to notice whether all the 
 a-soimds in the words are alike. Then request them 
 
COMPARING SOUNDS. 13 
 
 to find two words in the same column with like sounds 
 of a. Call upon individual pupils to state which two 
 a' 8 have the same sound. The answers may be given in 
 the following manner : — 
 
 The a in cake sounds like the a in make. The a in 
 farm sounds like the a in yarn. The a in cat sounds 
 like the a in hag. The a in chalk sounds like the a in 
 shaiul. The a in rake sounds like the a in late, etc. 
 
 Afterwards request the pupils to find two words in 
 different columns that have like a-sounds. Three or 
 more exercises should be had in comparing the 
 a-sounds. 
 
 Comparing E-Sounds and I-Sounds. — Write on the 
 blackboard the following, or similar lists of words con- 
 taining the sounds of E and of / : — 
 
 me 
 
 met 
 
 Ute 
 
 pin 
 
 sheep 
 
 shed 
 
 pie 
 
 milk 
 
 hen 
 
 eat 
 
 sing 
 
 slide 
 
 tree 
 
 nest 
 
 night 
 
 stick 
 
 pen 
 
 see 
 
 spin 
 
 ride 
 
 First conduct the exercise with the E-sounds in a man- 
 ner similar to those for the a-sounds^ leading the pupils 
 to discover and say : The e in tree sounds like the e in 
 eat. The e in hen sounds like the e in nest, and proceed 
 with the I-soundSf as follows : — 
 
 The i in kite sounds like the i in night. The i in 
 si7ig sounds like the i in stick. In this manner let the 
 pupils compare all the e-sounds and all the i-sounds in 
 these columns. 
 
14 EAR AND VOICE TRAINING. 
 
 Comparing 0-Sounds. — The following lists of words 
 are suitable for comparing the sounds of 0, Proceed 
 as with the sounds for A. 
 
 nose 
 
 not 
 
 noon 
 
 moon 
 
 rope 
 
 top 
 
 two 
 
 cold 
 
 doll 
 
 rose 
 
 gold 
 
 hox 
 
 shoe 
 
 who 
 
 lock 
 
 four 
 
 snow 
 
 fox 
 
 school 
 
 hot 
 
 "Write on the blackboard two or more columns of 
 words that represent three sounds of o. Teach the pu- 
 pils to compare the sounds in each of these words, as 
 follows, or in a similar manner : — 
 
 The in rope sounds like the o in four. The o in 
 box sounds like the o in doll. The o in shoe sounds like 
 the in two. 
 
 The pupils may also be required to find how many of 
 these words contain the same sound of o. They might 
 say the o i7i nose, in snoiv, in cold, in gold, in rose, and 
 in rope, sound alike. They may also compare the 
 o-sounds in other words, and say how many are alike. 
 
 Comparing TJ-Sounds. — Proceed in comparing the fol- 
 lowing words to find like Z7-sounds, as in the previous 
 exercises. 
 
 By comparing the u-sounds in the words of the fol- 
 lowing columns it will be seen that it has four sou?ids : — 
 
 The u in cube sounds like the u in ctire. The u in 
 cup sounds like the u in such. The u in puss sounds 
 like the u in full The u in fur sounds like the u in 
 
COMPARING SOUNDS. 
 
 turn. Request the pupils to find how many of these 
 words contain like sounds of u, 
 
 cube cwp hush hum 
 
 blue tvJb full urge 
 
 fun put cure pull 
 
 puss curl such true 
 
 fur sure should must 
 
 Double Vocal Sounds. — When the sounds of two let- 
 ters are joined, so that both sounds are heard together, 
 as ^, in noise, o y, in hoy ; and o u, in found, o w, in 
 cow, the sounds may be called double sounds. They 
 may be recognized readily in the following words : oil, 
 coin, voice, loy, toy, joy ; hound, our, round, c6w, botv, 
 now. 
 
 The several sounds represented by th, c7i, sh, wJi, zh, 
 ng, are single sounds, as will clearly appear in following 
 lessons. 
 
 These simple exercises in comparing sounds may be 
 given to pupils during the first year in school. Three 
 or four lessons should be given with each of these groups 
 of sounds. 
 
TRAINING THE EAR AND THE VOICE 
 
 WITH CONSONANT SOUNDS. 
 
 Consonant sounds can te uttered alone as perfectly as 
 vowel sounds, notwithstanding the sounds represented 
 by consonants are not full-voiced as are those of the 
 vowels. It is true that we cannot pronounce the alpha- 
 betical name of a consonant letter without using the 
 sound of a vowel letter ; nevertheless, we can utter all 
 the sound represented by a consonant letter as completely 
 as 'we can utter the entire sound of a vowel letter. This 
 fact will be apparent by observing the succeeding direc- 
 tions for uttering consonant sounds. 
 
 It will be observed, in the following exercises, that 
 the letters representing consonant sounds are arranged in 
 pairs. This is done in order that the learner may have 
 the benefit of associating those sounds that are formed 
 with the vocal organs in the same or in a similar posi- 
 tion; and also that the use of the hreath and of the voice 
 may be distinctly noticed in the utterance of these sounds. 
 The sounds are named that both teacher and pupils 
 may readily remember them, and easily state which sound 
 is referred to. 
 
 An exercise in these sounds may be limited to one 
 pair of sounds per day, for the younger pupils; but 
 for the older pupils two or three pairs of sounds may 
 
CONSONANT SOUNDS. 17 
 
 be given at a lesson. With each succeeding lesson the 
 least familiar pairs of sounds, previously taught, should 
 be uttered two or three times before beginning with 
 new sounds. 
 
 M and N-Sounds. — Training the mind through the 
 ear and voice may be continued with the proper use of 
 consonant sounds, by requiring the pupils to utter 
 them, and to notice the positions of the lips, teeth, and 
 tongue, as the sounds are uttered. The sounds of m and 
 n, being easy to make, are appropriate for the first ex- 
 ercise. The teacher may utter these sounds twice, — 
 m, m, — and the pupils imitate them ; then utter n, n, 
 — and the pupils imitate. 
 
 These sounds may be uttered next, alternately: m, 
 n; m, n; m, n; and the pupils requested to notice the 
 position of the lips and teeth, as each letter is sounded. 
 Also request them to tell luhich sound is made with the 
 lips closed, and which sound with the lips open. 
 
 To produce the m-sound, open the teeth, and close 
 firmly the air passage from the mouth with the lips, and 
 force voice through the nose. 
 
 To produce the n-sound, open the teeth and lips, and 
 close the air passage from the mouth by pressing the 
 tongue against the upper teeth and gum, and force voice 
 through the nose. 
 
 Let the pupils repeat the m and n sounds alternately, 
 while observing the above positions of the organs — m, 
 n ; m, n. 
 
 Write these letters on the blackboard and require the 
 pupils to sound each as it is pointed at ; also to sound 
 
i8 EAR AND VOICE TRAINING. 
 
 each as its name is called by the letter that represents the 
 sound. 
 
 N. B. — The descriptions of the different positions of 
 the voice-organs necessary to utter given sounds are in- 
 tended chiefly as directions to aid the pupils in produc- 
 ing the desired sounds, and not in any case to be mem- 
 orized and recited. 
 
 F and V-Sounds. — The teacher may utter the sound 
 of / twice, as heard in fi7ie, and the pupils imitate ; 
 then utter the sound of v twice, as heard in vine, and 
 the pupils imitate. Lead the pupils to notice, as these 
 sounds are made in alternation,—/, v; /, v, — whether 
 hreath is used in both sounds, or breath in one, and 
 voice in the other ; also to observe which sound is uttered 
 with voice y and which sound tvith breath only. Having 
 perceived the differences in these sounds, the pupils 
 may now be led to observe the position of the voice- 
 organs necessary to utter the sounds of these letters. 
 
 To produce the f-sound, place the upper teeth lightly 
 upon the loioer lip and gently force breath out. 
 
 To produce the v-sowid, place the upper teeth upon 
 the lower lip as before, press the lip gently, and force 
 voice out. 
 
 Again, direct the pupils to place the teeth on the lip, 
 in the proper position for sounding/, then to force out 
 breath and voice, alternately, until they know that the 
 sound of f is produced by breath, and the sound of v is 
 produced by voice. 
 
 Write the letters / and v on the blackboard and re- 
 quire the pupils to sound each, as with m and n. 
 
CONSONANT SOUNDS. 19 
 
 S and Z-Sounds. — The teacher may utter the sound 
 of s, as heard in sat, sip, sun, and the pupils imitate it ; 
 then utter the sound of z, as heard in zehray zinc, zone, 
 and the pupils imitate it. 
 
 Then the sound of s and of z may be uttered, alter- 
 nately, by the pupils, and they be led to notice toliich 
 sound is made with breath, and which sound is made with 
 voice. 
 
 Lead them also to observe that to produce the sounds 
 of 8 and of z, the tip of the tongue is placed near the 
 front upper gum, leaving a small central opening 
 through which the hreath is ge7itly forced to utter the 
 s-sound; and that the voice is forced through it to utter 
 the z-sound. The position of the tongue remains the 
 same for both sounds. 
 
 Write the letters s and z on the blackboard, and re- 
 quire the pupils to sound each as it is pointed at ; also 
 to sound it as its name is called. 
 
 T and D-Sounds. — Lead the pupils to discover the 
 sound of t, by pronouncing the word at several times, 
 making a pause between the a and the t, thus, a-t ; a-t ; 
 a-t. Then the teacher may sound the t twice, and the 
 pupils imitate it. Lead them to observe that the 
 t-sound is made with Ireath only. Should any voice 
 sound be heard in connection with the uttered sound 
 for i, it indicates that the sound has not been made 
 properly. To correct such error, teach the pupils to 
 close the air passage from the mouth ly placing the tip 
 of the tongue against tlie upper front teeth, and forcing 
 the tongue abruptly from the teeth ly "breath. 
 
20 EAR AND VOICE TRAINING. 
 
 Afterward the pupils may be requested to press the 
 tip of the tongue more firmly against the upper front 
 teeth, and then attempt to force voice through, without 
 allowing the tongue to separate from the teeth ; the re- 
 sult will be the sound of d. 
 
 As another way of teaching the utterance of d-sound, 
 request the pupils to try to say doy without sounding the o. 
 
 Let the pupils repeat the t and d sounds, in alterna- 
 tion, and observe which sound is produced by forced 
 breath, and lohich sound by restrained voice. 
 
 Write these letters on the blackboard, and request the 
 pupils to sound each, several times, in alternation. 
 
 P and B-Sounds. — For leading pupils to distinguish 
 the p-sound, the teacher may pronounce the word ape, 
 making a pause between the a and p, and requesting 
 the pupils to notice the last of these two sounds, a-p ; 
 a-p ; a-p. Then the teacher may sound the p twice, 
 and the pupils imitate the sound. 
 
 Let pupils distinguish the h-sou7id by pronouncing 
 distinctly the following syllables, thus : ah, eh, ih, oh. 
 The teacher may utter the h-sound twice, and the pupils 
 imitate. Pupils may also learn to utter the h-sound by 
 trying to say hee without sounding the ee. 
 
 Proceed in a manner similar to that for teaching the 
 sounds of T and D, in leading the pupils to observe 
 tuhich of these sounds is made with hreath, and which 
 with voice. Guard against the error of using voice- 
 sound in uttering p. 
 
 The p-sound may be made by opening the lips ahruptly 
 while forcing breath against them. 
 
CONSONANT SOUNDS. 21 
 
 The l-sound may be made by pressing the lips to- 
 gether firmly and attempting to force voice out, but not 
 allowing the lips to separate. 
 
 Write these letters on the blackboard, and require the 
 pupils to sound each. 
 
 K and G-Sounds. — The pupils may be led to perceive 
 the h-sound by listening to, then pronouncing the syl- 
 lables d-k, e-k, i-k, 6-k, with a pause between the two 
 letters. Then let the pupils utter the k-sound sepa- 
 rately. Do not allow any voice sound in its utterance. 
 
 The pupils may perceive the g -sound by pronouncing 
 the syllables d-g, e-g, i-g, 6-g ; also by trying to say go, 
 without sounding the 0. 
 
 The teacher may utter the k-sound twice, and the 
 pupils imitate it ; then he may utter the g-sound twice, 
 and the pupils imitate it ; then require these sounds to 
 be uttered in alternation, k, gj k, g ; g, k. 
 
 To form the k-sound, press the root of the tongue 
 against the roof of the mouth, open the teeth and de- 
 press the lower jaw, then separate the tongue abruptly 
 from the roof of the mouth by forcing breath out sud- 
 denly. 
 
 To form the g-sound, let the tongue occupy the same 
 position as for k, and attempt to separate it from the 
 roof of the mouth by forcing voice out, but keep the 
 tongue firmly in its position. 
 
 Write the letters k and g on the blackboard, and re- 
 quire the pupils to sound them. 
 
 L and R-Sounds. — The teacher may utter the sound 
 
22 EAR AND VOICE TRAINING. 
 
 of I, as in all, law, and the pupils imitate it ; and then 
 utter the sound of r, as in/ar, nor, red, and the pupils 
 imitate it. Then the sounds of I and r may be uttered 
 alternately; thus, I, r; I, r; I, rj and the pupils re- 
 peat them. It will be noticed that these sounds may 
 be prolonged, as well as the sounds of m and n. 
 
 To produce the l-sound, place the tip of the tongue 
 against the gum of the upper front teeth, and force 
 voice over the sides of the tongue. 
 
 To produce the r-sound, elevate the middle of the 
 tongue, so as nearly to touch the roof of the mouth, 
 and force voice over it. 
 
 Take care that the pupils distinguish the difference 
 between an l-sound and an r-sound. Use the blackboard 
 as in previous lessons. 
 
 During all of these exercises with consonant sounds, 
 care should be taken to train the pupils to distinguish 
 between breath-sounds and voice-sounds. Success in 
 learning to utter these sounds depends upon the ability 
 to distinguish between the two classes of sounds. 
 This distinction is especially necessary in learning to 
 utter correctly the sounds that follow. It should be 
 remembered, whenever two letters taken together are 
 used to represent a single sound, as : th, ch, sh, wh, zh, 
 ng, etc., that the sound is as distinctly a single sound 
 as if it were represented by a single letter. [See pages 
 28, 29.] 
 
 Th-Sounds. — The teacher may utter the voice-sound 
 of th three times, and require the pupils to imitate it ; 
 
CONSONANT SOUNDS. 23 
 
 then utter the Ireath-sound of th three times, and re- 
 quire the pupils to imitate it ; then utter the two 
 sounds alternately, and require the pupils to imitate 
 them. 
 
 The two sounds of tJi can be remembered most readily 
 when called by the names — ireatli-sound of th, and 
 voice-sound of th. 
 
 The breath-sound is heard in thin, think, thank, hoth, 
 truth. 
 
 The voice-sound of th is heard in this, that, them., 
 these, the J, with, hreathe, beneath. 
 
 The pupils may be led to distinguish these two 
 sounds, by pronouncing the words given in the above 
 groups distinctly, and noticing that breath is used in 
 uttering the th of the first group, and that voice is used 
 for sounding the th of the second group. 
 
 Let the pupils utter the breath-sound of th twice ; 
 then the voice-sound of th twice ; then utter them in 
 alternation. 
 
 The ^/i -sounds are produced by placing the tip of the 
 tongue against the front upper teeth, and by forcing 
 breath between them, for the breath-sound, and forcing 
 voice between them, for the voice-sound. Let these 
 sounds be repeated until the pupils can readily produce 
 each. Write words on the blackboard containing these 
 sounds, and request the pupils to distinguish and to 
 utter each sound of th. 
 
 Sh and Zh-Sounds. — The sh-sound, which is a breath- 
 sound, is heard in the words shall, shell, shine, shoj), 
 wish ; also in the words chaise, sure, sugar, nation. 
 
24 EAR AND VOICE TRAINING. 
 
 To produce the sh-soundf place the tongue in nearly 
 the same position as for the s-sound, but a little farther 
 back from the front teeth, then force breath over it. 
 
 The zh-sound is heard in the words amre, gladder, 
 measure, pleasure, leisure, usual. 
 
 To produce the zh-soimdf place the tongue in the 
 same position as for the sh-sound, then force voice 
 over it. 
 
 The teacher may utter these sounds for the pupils to 
 imitate as in previous lessons ; also require the pupils to 
 utter these sounds in alternation, until they can produce 
 the breath and the voice-sounds correctly, and can dis- 
 tinguish them in written words. 
 
 Ch-Sounds. — The teacher should utter the ch-sound 
 several times, requiring the pupils to imitate it ; then 
 this sound should be compared with the sh-sound, and 
 the pupils led to notice that the ch-sound is very short 
 and abrupt, while the sh-sound is longer and flowing. 
 Training the pupils to utter the ch-sound correctly will 
 enable them to avoid the common mistake of sounding 
 it like sh. 
 
 The ch-sound may be perceived by pronouncing, dis- 
 tinctly, the words eac^, rich, church, cheese, benc^, 
 lunch, chest, chin, chalk. 
 
 To produce this sound, place the tongue against the 
 roof of the mouth and force breath abruptly between 
 them. Remind the childen of the sound made by the 
 steam-cars — ch, ch, ch, — as an aid in leading them to 
 distinguish the short, sudden sound of ch. 
 
 When the isouiid of sh is used in place of ch, as in 
 
CONSONANT SOUNDS. 25 
 
 chalk, child, cheese, church, the error should be pointed 
 out, and the pupils requested to make several correc- 
 tions of this mistake. 
 
 Y and J-Sounds. — The teacher may lead the pupils to 
 distinguish the sound of y by pronouncing slowly the 
 words ?/arn, ^^es, yot, yea,T, you, your, yoke, and notic- 
 ing the light short sound that begins each word. 
 
 By placing the voice-organs in the position for utter- 
 ing e as in me, and beginning the sound of e, but imme- 
 diately contracting and stopping the sound, by bringing 
 the tongue and palate nearer together, the y -sound will 
 be produced. 
 
 The pupils may be led to distinguish the j-sound by 
 pronouncing the following words, — a^e, ed^e, ca^e, 
 wed^e, jay, jet, joy, jump. This sound should be 
 called the j-sound, whether it be represented by j, or 
 
 N. B. — Do not teach this as a "soft sound of g." 
 Call it the j-somid. 
 
 Wh and W-Sounds. — Wh is a hreath-sound, and it is 
 not properly uttered if any voice-sound is heard when 
 wh is sounded. The pupils may obtain an idea of the 
 nature of the wh-sound by striking the air with a whip, 
 or a slender pointer. The sound may also be heard in 
 the following words, — ivh^i, wheel, when, whine, lohiie, 
 Wiip, who2i — by prolonging the loh while pronouncing 
 them. Require the pupils to repeat the wh-sound, sepa- 
 rately, several times. 
 
 The teacher may lead the pupils to distinguish the 
 
26 EAR AND VOICE TRAINING. 
 
 w-sound by prolonging the sound of w while pronounc- 
 ing the following words, — ?i?ake, wdl^, ive, wet, wide, 
 wish, woke, wood. 
 
 The sound of w may be made by placing the lips in a 
 position for uttering the sound of oo, as in 7)20on, noo?i, 
 or the sound of o in do, to, and immediately on begin- 
 ning the sound of oo contract the lips slightly, and stop 
 the sound. 
 
 H, Qu, and Ng-Sounds. — The h-sound may be heard 
 in the words hay, Aat, Aall, he, hen, hide, hit, hold, hot, 
 hue, hnt. This sound may be produced by expulsive 
 whispers, or suddenly forced breaths when the voice- 
 organs are in position for uttering the sounds of a, e, 
 I, o, u, as ha, he, hi, ho, h\x. 
 
 The q, when alone, represents no sound. 
 
 The qu represent the sound of hw in the words, 
 quail, quaok, queen, queer, quite, quit, quote. 
 
 The qu represent the sound of k in anti^-we, basque, 
 mas5'?^erade, obli^'we, -pique, quadrille. 
 
 The ng-sou7id may be distinguished by carefully pro- 
 nouncing the words hring, cling, Aing, king, long, 
 Inng, rang, ring, sing, song, strong, wing, young j 
 hring-ing, ring-ing, sing-ing. 
 
 Pupils properly trained to sound the ng, will readily 
 understand that it is a very faulty pronunciation to say 
 ring-m, sing-m, go-in, and they will know how to cor- 
 rect it. 
 
 C, Q, and X have no sounds of their own. — These 
 letters represent no sounds that do not )jelong to some 
 
CONSONANT SOUNDS. 27 
 
 other letter. There is no sound that may be named 
 exclusively as the c-sound, the q-sound, or the x-sound. 
 These letters are substitutes, representing the sound of 
 some other letter, which sound is better known by the 
 name of that other letter. 
 
 Naming the Sounds. — In this plan for teaching the 
 elementary sounds, each sound takes its name from that 
 letter which most commonly represents the somid. There- 
 fore the pupils are taught to say that, c has the k-sound 
 in €ake, €at, €old, €url, €up ; that, c has the s-sound 
 in acid, face, cede, cent, cell, ice, race, since; that, c has 
 the z-sound in discern, sacrifice, sice, suflBce ; that, c has 
 the sh-sound in enunciate, ocean, social. 
 
 C is frequently a silent letter, having no sound in 
 back, clock, czar, indict, lock, rock, scene, victuals. 
 
 X represents the sound of ks in fax, boa:, si^;, taa; ; 
 and the sound of gz in ea:act, ea;ist, QXdli ; and the 
 sound of sh in ana;ious, noa^ious, luo^ury. 
 
 While teaching the foregoing groups of sounds, words 
 containing the sounds of the given group should be 
 written on the blackboard, and the pupils required to 
 distinguish the letters that represent each sound, and 
 to utter their respective sounds. 
 
 In teaching the names of the different sounds always 
 call them by the name of that letter which most com- 
 monly represents the sound in our language, as in the 
 foregoing lessons. If c represents the k-sound, say, the 
 c has the k-soimd; if it represents the s-sound, say, the 
 c has the s-sound; if the s represents the z-sound, say, 
 the s has the z-sound. 
 
28 EAR AND VOICE TRAINING. 
 
 Do not teach that c has a hard sound like h, nor that 
 c has a soft sound like s. 
 
 Do not teach that g has a hard sound, as in gun ; nor 
 that it has a soft sound, as in gem ; but teach that g in 
 gun has the g -sound ; and that g in gem has the 
 j-sound. 
 
 Do not teach that s has the soft sound, as in sand; 
 nor that it has a hard sound, as in was; but teach that 
 s has the s-sound in s«?ic?, 5a?i^, 5^^?^; and that s has the 
 z-sound in ^^■5, lands, and s/ioe^. 
 
 Number of Sounds in Our Language. — We have in 
 our language tiventy vocal sounds — single and double — 
 and twenty-five consonant sounds, making forty-five 
 sounds in all : but we have only twenty-six letters in our 
 alphabet with which to represent all of these sounds ; 
 and three of the twenty-six letters represent no sound 
 of their own, hence there are only twenty-three single 
 letters to represent forty-three single sounds, and two 
 double sounds. 
 
 Five letters — a, e, i, o, u — represent eighteeii smgle 
 sounds and two double sounds. 
 
 Nineteen letters — h, c, d, /, g, h, j, Tc, I, m, n, p, r, s, 
 t, V, w, y, % — represent, singly or in combination, 
 twenty-five distinct sounds. Eighteen of these consonant 
 sounds are each represented by a single letter, and the 
 remaining seven of them are represented by the union of 
 two letters each, as : cli, ng, sh, th, th, zh, wh. Each of 
 these sounds is entirely distinct from the sound of each 
 of these letters when used singly ; and each is just as 
 completely a single sound as if it had been represented 
 
CONSONANT SOUNDS. 29 
 
 by a special single letter. Hence, when speaking of the 
 sounds which are represented by tim letters, instead of 
 one letter, we should say the sound of ch ; the sound of 
 sli ; the sound of wh ; the voice sound of th, etc. We 
 should not say the sound of c and h, the sound of t and 
 h, of IV and h, etc. 
 
VOWEL SOUNDS GROUPED. 
 
 THEIR KAMES AI^^D DIACRITICAL MARKS. 
 
 Iif the preceding pages attention has been given chiefly 
 to methods for training the ear and the voice through 
 instruction in elementary sounds of our language. 
 How to distinguish and how to utter each of these 
 forty-five sounds have been shown. The means of train- 
 ing already furnished, though of great value in itself, 
 does not supply all that is needed to secure the full and 
 practical results that may and should be attained there- 
 from. It now remains, therefore, to extend the knowl- 
 edge of sounds so that it shall become a still more 
 practical aid in learning reading and spelling. 
 
 Teachers understand the necessity of correct and 
 ready pronunciation in reading, and of correct and 
 ready spelling in writing. Whatever will give facility 
 to the pupils in acquiring a mastery of these two, will 
 contribute much toward proficiency in other forms of 
 knowledge. Exercises for properly training the pupils 
 to associate the several sounds of our language with the 
 letters used to represent them, will aid the pupils in 
 learning to spell, and guide them to a correct and ready 
 pronunciation of words in reading. Toward accom- 
 plishing these important ends will be tlie leading aim in 
 the following lessons. It is no part of our purpose to 
 
VOWEL SOUNDS. 31 
 
 teach phonetics as an end ; but rather to use the knowl- 
 edge of sounds, which may be gained by these exercises, 
 as a means toward securing a better and a readier use of 
 our language in speaking, reading, and writing. 
 
 It will be noticed that words containing the same 
 sound are grouped in a column ; and that in some of 
 the words the same sound is represented by differe7it let- 
 ters. By proper attention to these facts the pupils may 
 become familiar with a given sound, also with the dif- 
 ferent ways by which tlie sound is commonly repre- 
 sented. 
 
 The numbers over the columns indicate the name of 
 the sound, as the first sound of a ; second sound of a ; 
 third sound of a, etc. The diacritical marlc with a let- 
 ter indicates the sound of that letter. ' 
 
 Names of Sounds. — To one acquainted with the char- 
 acter of the sounds of our language and with the diffi- 
 culties in teaching them, but little observation is needful 
 to discover that the common terms — long sound, short 
 sound, broad sound, flat, ^harp, open, close, shut, Italian 
 and German sounds, used as names of sounds, are mean- 
 ingless and indefinite to the learner. These terms may 
 serve to designate classes or kinds of sounds, but they 
 do not individualize and name particular sounds ; nor 
 do they definitely indicate the character of any sound ; 
 and for this reason they are of little or no use in teach- 
 ing children to designate sounds. Simple names of 
 sounds, such as can be easily learned and remembered, 
 are necessary to success in teaching phonetics. An ex- 
 perience with thousands of children, including those 
 
32 
 
 EAR AND VOICE TRAINING. 
 
 of many different nationalities, during twenty-five 
 years, has amply demonstrated the practical value of 
 naming the several vowel soimds hy numerals. 
 
 
 THE 
 
 A-SOUNDS GROUPED. 
 
 
 1st. 
 
 2d. 
 
 3d. 
 
 4th. 
 
 5th. 
 
 6th. 
 
 ale 
 
 U 
 
 arm 
 
 all 
 
 dir 
 
 ask 
 
 cake 
 
 qU 
 
 calm 
 
 chalk 
 
 cdre 
 
 chance 
 
 face 
 
 f^n 
 
 farm 
 
 f6r 
 
 fdre 
 
 fast 
 
 they 
 
 thank 
 
 hard 
 
 hawk 
 
 th^re 
 
 task 
 
 rein 
 
 raft 
 
 aunt 
 
 fault 
 
 th^ir 
 
 mast 
 
 gain 
 
 glM 
 
 guard 
 
 Ge6rge 
 
 chair 
 
 glass 
 
 gauge 
 
 plaid 
 
 park 
 
 6ught 
 
 pedr 
 
 pass 
 
 steak 
 
 sS-nd 
 
 laugh 
 
 broad 
 
 wh^re 
 
 staff 
 
 Why and How to Use these Grouped Sounds. — 
 
 WJiy. — For teaching the names of the several sounds of 
 the same letter ; also for teaching which sounds are 
 represented by other letters, and what letters thus 
 represent the sounds. 
 
 How. — Write on the blackboard two or more columns 
 of words, each column representing different sounds, 
 and place over them the proper numbers to name the 
 sounds ; also affix the diacj'itical marks to the letters. 
 Then, require the pupils to pronounce distinctly each 
 word in a column, two or three times, until they notice 
 that each word contains the same a-sound. Proceed in 
 the same manner with the next column. If the column 
 containing \\\q first sound of a be used, the pupils may 
 mention the letter and name the sound, as follows : — 
 
VOWEL SOUNDS. 
 
 33 
 
 A in ale has its first sound ; A in cake has its first 
 sound ; A in face has its first sound ; B in they has the 
 first sound oi a ; ^ in rein has the first sound ot a; A 
 in gain has its first sound ; A in gauge has its first 
 sound ; A in 5^e«^ has its first sound. 
 
 Proceed in a similar manner with each column of the 
 a-sounds — pronounce each word distinctly ; mention 
 the letter and name the sound. 
 
 When the sound is represented by another letter, in 
 the word named, the pupils should state this fact 
 clearly, as : — in for has the fourth sound oi a\ in 
 George has the fourth sound of a ; in ought has the 
 fourth sound of a ; the E in there, the E in their, and 
 the E in where have the fifth sound of a. 
 
 Eequire the pupils to observe the diacritical marks 
 for the asounds ; to utter the sounds thus indicated, 
 and to copy the words and these marks. 
 
 When the pupils have learned the 7iame for each of 
 the a-sounds y and can tell which letter represents the 
 sotmd in a given word, proceed with the e-sounds. 
 
 E-SOUNDS 
 
 . 
 
 I-SOUNDS 
 
 • 
 
 1st. 
 
 2d. 
 
 2d. 
 
 1st. 
 
 2d. 
 
 1st. 
 
 eve 
 
 ^nd 
 
 ^gg 
 
 ice 
 
 in 
 
 aisle 
 
 bee 
 
 bSst 
 
 bSnd 
 
 bite 
 
 bit 
 
 buy 
 
 niece 
 
 any 
 
 steps 
 
 knife 
 
 knit 
 
 choir 
 
 oblique 
 
 said 
 
 friend 
 
 aye 
 
 been 
 
 guide 
 
 pique 
 
 says 
 
 health 
 
 eye 
 
 sieve 
 
 my 
 
 police 
 
 very 
 
 bury 
 
 type 
 
 hymn 
 
 price 
 
 siege 
 
 ygs 
 
 then 
 
 why 
 
 women 
 
 try 
 
34 EAR AND VOICE TRAINING. 
 
 Write the columns of words in these exercises on the 
 blackboard, with the name-numhers of the vowels, and 
 their diacritical marks. Let the pupils pronounce the 
 words of the column, and distinguish, name, and asso- 
 ciate the sounds of e and i, in a manner similar to that 
 for the rt-sounds. 
 
 The e in eve has its first sound. The e in niece has 
 its first sound. The i in each of these words — oUique, 
 pique, and police — has the first sound of e. 
 
 The e in end has its second sound. The a in any has 
 the second sound of e. The a in said and in says has the 
 second sound of e. The e in egg has its second sound. 
 The u in hury has the second sound of e. 
 
 After the columns of words representing I-sounds 
 have been written on the blackboard, and the sounds of 
 /made familiar by pronouncing the words, the pupils 
 may proceed to distinguish and name the sounds of i 
 in the several words, as was done with the sounds of e. 
 
 The i in ice has its first sound. The i in aisle has its 
 first sound. The ^ in choir has its first sound. The y 
 in aye, eye, type, lohy, try, huy, my, has the first sound 
 of i. The i in in lias its second sound. The i in hnit 
 has its second sound. The e in heen has the second 
 sound of i. The y in hymyi has the second sound of i. 
 The in immen has the second sound of i. The i in 
 sieve has its second sound. 
 
 In teaching the pupils to distinguish and name these 
 sounds, the words may be taken by individual pupils, 
 successively, and in the order of their arrangement in 
 the columns. 
 
VOWEL SOUNDS. 
 
 35 
 
 The attention of the pupils should be directed to the 
 diacritical mark for each vowel sound ; and they should 
 be required to utter the sounds indicated by these 
 marks. Let them also copy the words and the diacrit- 
 ical marks on their slates. 
 
 THE 0-SOUNDS GROUPED. 
 
 1st. 
 
 2d. 
 
 3d. 
 
 4th. 
 
 4th. 
 
 old 
 
 5n 
 
 ooze 
 
 ofE* 
 
 soft* 
 
 bone 
 
 box 
 
 bo-ot 
 
 broth 
 
 lost 
 
 cone 
 
 c5t 
 
 cool 
 
 cost 
 
 long 
 
 four 
 
 f5g 
 
 fruit 
 
 frost 
 
 moss 
 
 store 
 
 8t5p 
 
 SQUp 
 
 song 
 
 moth 
 
 beau 
 
 what 
 
 whQ 
 
 dog 
 
 toss 
 
 sew 
 
 was 
 
 grew 
 
 log 
 
 strong 
 
 door 
 
 yacht 
 
 shge 
 
 God 
 
 wrong 
 
 * When is followed by ff, ih, st, ss, or ng, it has a medium 
 sound, between the o in nSt and the o in nought. This sound of o 
 occurs, also, in some other words, as gone, dog, God, etc. In order 
 that pupils may learn to distinguish this medium sound of o, 
 several of this class of words have been grouped together, and the 
 sound called the fourth sound of o. A wrong tendency in pro- 
 nouncing these words is to give o the sound that it has in ought. 
 It is customary in a dictionary to mark the o in such words like 
 the in not ; and yet the same authority tells us that " To give the 
 extreme short sound of o in not to such words is affectation; to 
 give them the full broad sound as in nSught is vulgar." To avoid 
 both extremes in pronouncing this class of words, a fourth group 
 of o-sounds is given here. [See Webster's Dictionary. Principles 
 ft Pronunciation, note under section 21.] 
 
36 EAR AND VOICE TRAINING. 
 
 Proceed to train the pupils to distinguish, to name, 
 and to utter the sounds of in a manner similar to 
 that pursued with the sounds of ^, E, and /. 
 
 The in each of the words, old, lone, cone,, four, store, 
 door, has its first sound. The eau in heau, and the ew 
 in sew have iYiQ first sound of o. 
 
 N. B. — Common errors are heard in the pronuncia- 
 tion of the following and similar words ending with the 
 r-sound,—four, fore, door, floor, more, store, etc. — The 
 mistake usually consists in giving to the o in each of 
 these words the fourth sound of a, as in /or, nor, ought, 
 instead of giving the first sound of o. Teachers should 
 take special care in training their pupils to give the 
 correct sound of o in four, door, store, etc., — ivMch is 
 the first sound of o. 
 
 The in the words, 07i, box, cot, fog, stop, has its 
 second sound. The a in tvhat, toas, yacht, has the 
 second sound of o. 
 
 The 00 in ooze, boot, cool, and the o in soup, who, shoe, 
 have the third sound of o. The u in fruit, and the eto 
 in grew, have the third sound of o. 
 
 The in the words of each column marked 4th repre- 
 sent a medium sound which may he distinguished be- 
 tween the in on and the o in nor. By pronouncing 
 the words of the column, this sound may he recognized. 
 [See Foot-note on page 35.] 
 
VOWEL SOUNDS. 
 
 37 
 
 
 THE U-SOUNDS GROUPED. 
 
 
 1st. 
 
 2d. 
 
 3d. 
 
 4th. 
 
 4th. 
 
 cube 
 
 cut 
 
 could 
 
 cur 
 
 curl 
 
 blue 
 
 bun 
 
 bot>k 
 
 burn 
 
 Urn 
 
 dew- 
 
 does 
 
 cook 
 
 iirge 
 
 girl 
 
 feud 
 
 hush 
 
 full 
 
 v^rge 
 
 g6rm 
 
 view 
 
 bomb 
 
 fo"bt 
 
 bird 
 
 h6r 
 
 sure 
 
 son 
 
 good 
 
 work 
 
 ntirse 
 
 chew 
 
 such 
 
 puss 
 
 church 
 
 sir 
 
 beauty 
 
 tongue 
 
 wool 
 
 p6arl 
 
 word 
 
 The exercises for distinguishing the sounds of u 
 may be conducted as were those for the other vowel 
 sounds. 
 
 The sound of e, of i, of o, and of u, in the words of 
 the last two columns — those marked 4th — are so nearly 
 the same that for the elementary phonic instruction 
 these letters practically represent the same sound, and 
 they may therefore be grouped together and called the 
 fourth sound of u. This sound is heard also, with dif- 
 ferent degrees of distinctness, in many other words, as 
 in dollar, sugar, fern, learn, thirst, whirl, scourge, 
 worm, turn, churn, myrrh, etc. 
 
PLAN OF THE LESSONS. 
 
 The manner of grouping the several sounds of letters 
 having been learned by means of the foregoing exercises, 
 it will now be readily understood that the principle un- 
 derlying the plan of these lessons is to lead the pupils — 
 
 First. — To perceive and distinguish the sounds, as the 
 words are pronounced — chief attention being given to 
 the vowel sounds represented. 
 
 Second, — To observe the letter that represents the 
 perceived sound — attention being directed to the sign 
 of the represented sound. 
 
 Tliird. — To observe that similar sounds are compared 
 in different words, and that the words having like 
 sounds are arranged in groups to enable the pupils to 
 become readily familiar with the sounds. The sound 
 of each group is named to facilitate remembering it. 
 
 Fourth, — The name given to a sound is that of the 
 letter tohich most commonly represents it. Hence, when 
 letters representing unusual sounds, as, a in any, said, 
 says, — was, what ; e in they, rei7i, — their, lohere ; i in 
 pique, police ; e in leen ; eau and eio, in heau, sew ; eio 
 in view ; o in son, homh, tongue ; oo in iook, foot, wool, 
 they are not classed as sounds of a, e, i, o, u, etc., be- 
 cause they do not represent sounds of their own alpha- 
 betic name, but sounds of other letters ; therefore 
 they are classed and named in accordance with the 
 
VOWEL SOUNDS. 39 
 
 sounds of the other letters which they respectively 
 represent, as may be seen in the preceding lessons.* By 
 this means the number of sounds named for each letter 
 is reduced to its smallest limit, and the labor of learning 
 them is diminished and so simplified that the children, 
 both native and foreign born, in the primary classes, 
 learn the sounds of our language readily. 
 
 N. B. — The teacher should carefully re-examine each 
 of the preceding lessons in the light of the plan here 
 
 stated. 
 
 * See pages 31, 32. 
 
REVIEWING VOWEL SOUNDS. 
 
 These reviews should present the subjects under con- 
 sideration in such a manner as to test the pupiFs knowl- 
 edge, and lead him to discover and to correct his 
 mistakes, and also to give him a firmer grasp of the 
 facts learned. Such reviews therefore should require 
 careful thought on the part of the pupil, and not be 
 made a memory exercise — a mere recitation of language. 
 The facts to be reviewed must be the same as the facts 
 learned, but their arrangement in review exercises, and 
 the manner of presenting them, should he different frorn 
 those used in the first lessons for learning them. 
 
 In the preceding classified groups the chief vowel 
 sounds are so arranged that only like sounds appear in 
 the same column. For reviewing these sounds words 
 may be written on the blackboard, so arranged that a 
 single column shall contain one or more words with 
 each sound of the same vowel, somewhat as follows : — 
 
 A, 
 
 E and L 
 
 0. 
 
 U. 
 
 Oi and Ow, 
 
 ball 
 
 fSnce 
 
 d611 
 
 bud 
 
 coin 
 
 cart 
 
 ship 
 
 prQve 
 
 tune 
 
 boy 
 
 f6rk 
 
 tree 
 
 toast 
 
 pull 
 
 cow 
 
 bake 
 
 time 
 
 to"oth 
 
 new 
 
 our 
 
 prey 
 
 said 
 
 frost 
 
 criimb 
 
 noise 
 
 ma,n 
 
 swim 
 
 blow 
 
 turn 
 
 town 
 
 stdir 
 
 rye 
 
 wash 
 
 wolf 
 
 royal 
 
 path 
 
 fatigue 
 
 true 
 
 due 
 
 sound 
 
VOWEL SOUNDS. 41 
 
 Require the pupils to name the letter and to utter its 
 sound in the column, as in previous exercises — a in hall 
 has its fourth sound ; a in man has its second sound ; 
 mfork has the fourth sound of a ; e in. prey has the 
 first sound of a, etc. 
 
 The teacher may say, when requesting pupils to utter 
 the sound of a letter in a given word, What is the sound 
 of a in cart f What is the sound of e in prey f What 
 is the sound of a in said? What is the sound of in 
 prove? What is the sound of i in fatigue? What 
 is the sound of a in wash? What is the sound of u in 
 pull? 
 
 The pupils should answer these questions by uttering 
 the sound of the given letter. 
 
 When requesting the pupils to 7iame the soutid of a 
 given letter in a word, the teacher may say : — 
 
 1. Wliich sound has a in hall? 2. Which sound has 
 a in stair? 3. Which sound has in forlc? 4. W^hich 
 sound has y in rye ? 5. W^hich sound has u in true ? 
 6. Wliich sound has u in turn ? etc. 
 
 The pupils should answer these questions by naming 
 the sounds, as : — 
 
 1. Fourth sound of a. 2. Fifth sound of a. 3. 
 Fourth sound of a. 4. First sound of i. 5. Third 
 sound of 0. 6. Fourth sound of w, etc. 
 
REVIEWING DIACRITICAL MARKS. 
 
 IiS" order that the pupils may acquire facility in utter- 
 ing the vowel sounds indicated by the different diacrit- 
 ical marks, and become able to recognize the sound of 
 any marked letter, request them to pronounce the fol- 
 lowing syllables, first from left to right, repeating the 
 same sound, as — Jcdy Id, td ; then to pronounce a column 
 downward, as — hd, ha, hd, ha, hd, ha, etc. Proceed in 
 a similar manner through each of the following groups 
 of vowel sounds : — 
 
 
 A, 
 
 
 
 E. 
 
 
 ka 
 
 la 
 
 ta 
 
 ke 
 
 le 
 
 te 
 
 k^ 
 
 m 
 
 t& 
 
 kg 
 
 U 
 
 t6 
 
 ka 
 
 la 
 
 ta 
 
 ke 
 
 le 
 
 te 
 
 ka 
 
 la 
 
 ta 
 
 kg 
 
 16 
 
 ti 
 
 kd 
 
 Id 
 
 td 
 
 
 /. 
 
 
 ka 
 
 la 
 
 ta 
 
 ki 
 
 li 
 
 ti 
 
 
 
 
 ki 
 
 li 
 
 ti 
 
 
 0. 
 
 
 ki 
 
 li 
 
 ti 
 
 ko 
 
 16 
 
 to 
 
 ki 
 
 li 
 
 ti 
 
 kd 
 
 15 
 
 t6 
 
 
 U. 
 
 
 ko 
 
 IQ 
 
 tol) 
 
 kti 
 
 lu 
 
 tu 
 
 k6 
 
 16 
 
 t6 
 
 ku 
 
 Id. 
 
 tu 
 
 ko1) 
 
 lol) 
 
 tol) 
 
 ku 
 
 lu 
 
 tu 
 
 ko 
 
 16 
 
 to 
 
 ku 
 
 lu 
 
 tu 
 
 ko 
 
 16 
 
 to 
 
 kA 
 
 \t 
 
 iii 
 
VOWEL SOUNDS. 
 
 43 
 
 Pronounce as Marked. — The following words may be 
 written on the blackboard, with the diacritical marks, 
 and the pupils required to pronounce them as indicated 
 by the marks. The pupils may also copy the words and 
 mark them. 
 
 As a subsequent review in the use of the diacritical 
 marks the teacher may pronounce the words, and the 
 pupils write them and mark them according to the pro- 
 nunciation. The following list of words, containing 
 different sounds, will indicate words that might be used 
 for this purpose : — 
 
 bake 
 
 eight 
 
 lake 
 
 pause 
 
 iise 
 
 beat 
 
 east 
 
 lamb 
 
 people 
 
 Urge 
 
 broad 
 
 
 lie 
 
 piece 
 
 
 bowl 
 
 fame 
 
 15ck 
 
 pull 
 
 veil 
 
 buzz 
 
 fail 
 
 lo1)k 
 
 
 verge 
 
 brown 
 
 fern 
 
 
 rdre 
 
 voice 
 
 
 fume 
 
 mate 
 
 route 
 
 
 chdir 
 
 fun 
 
 mat 
 
 
 weigh 
 
 chip 
 
 found 
 
 maul 
 
 sight 
 
 what 
 
 ch6p 
 
 
 myrrh 
 
 shirk 
 
 whirl 
 
 core 
 
 guide 
 
 mgve 
 
 sdbn 
 
 whole 
 
 c6ugh 
 
 gu^ss 
 
 
 scotlrge 
 
 word 
 
 come 
 
 gauze 
 
 naught 
 noise 
 
 should 
 sow 
 
 wound 
 
 daunt 
 
 halve 
 
 no1)k 
 
 
 yield 
 
 dawn 
 
 heart 
 
 
 truth 
 
 you 
 
 dish 
 
 h^ir 
 
 ounce 
 
 ton 
 
 yoling 
 
 does 
 
 hurt 
 
 ooze 
 
 tower 
 
 
44 e:ar and voice training. 
 
 By a proper use of the foregoing exercises the pupils 
 will be able to name and io make the sound of the vowels 
 in a word, on hearing the word correctly pronounced. 
 And by proper attention to ilie diacritical marlcs, the 
 pupils will be able to ascertain and to utter the sound 
 of any vowel that is correctly marked ; and also to place 
 the proper diacritical marks so as to indicate the vowel 
 sounds. All of the exercises herein described need not 
 be attempted in primary classes ; many of them should 
 be used in grammar-school classes. 
 
CONSONANT SOUNDS GROUPED. 
 
 KAMES, DIACRITICAL MARKS, A^STD SILENT LETTERS. 
 
 Having already given attention to the chief vocal 
 sounds in words, and observed the diacritical marks 
 used to indicate their different sounds, the pupils are 
 now prepared to give attention to the diacritical marks 
 used for the consonant sounds. 
 
 In arranging the words containing the different con- 
 sonant sounds in groups, so as to make certain that the 
 sounds shall be clearly perceived by the pupils, selec- 
 tions of words have been made, as far as practicable, 
 with the letter representing the given sound at the be- 
 ginning, and of other words with the letter at the end, 
 as, Make, room ; /ace, hal/. 
 
 It is very important that pupils be trained to distin- 
 guish letters the sounds of which are uttered with 
 hreath only from those that are uttered with voice. In 
 order to facilitate such training, the letters having 
 hreath-sounds, and those having voice-sounds, are 
 grouped in separate columns. These letters, represent- 
 ing breath and voice sounds, are arranged in pairs to 
 enable the pupils to observe more readily the position 
 of the vocal organs when uttering the sounds of given 
 letters ; also that they may notice when the vocal organs 
 remain in the same position for both sounds of the 
 
46 EAR AND VOICE TRAINING. 
 
 pair, and tliat the difference between the sounds is in 
 the use of voice for one sound, and the use of hreath for 
 the other. 
 
 As a method of training the pupils to distinguish the 
 several consonant sounds readily, and to make them 
 familiar with the diacritical marks used to indicate 
 these sounds, the teacher may lurite ike pairs of tvords 
 oil tJie Uachhoardy in columns, using the diacritical 
 marks, including a mark to indicate the silent letters, 
 thus — fac\ veil, oXts, ni^t — and 
 
 First. — Eequire the pupils to pronounce the words in 
 the two columns alternately, making the sounds of the 
 given letters distinctly, as :— /ace, vq\\ ; /ine, vine ; 
 /old, vote ; loa/ rove ; shea/, eve ; tough, o/. 
 
 Second. — Require the pupils to utter the sounds of 
 each given letter in the pair, alternately, thus : — 
 
 f, v; fy v; f, vj /, v; /, v; /, v. 
 
 Third. — Request the pupils to utter the same sound 
 in each word of the column ; then to utter the other 
 sound of the pair in each word of the other column, as : — 
 
 f> f> fy /' fy /; ^^ '^y '^y '^y ^y ^• 
 
 Fourth. — Request the pupils to utlcr the several 
 sounds of given words, then to name each soimd and 
 each silent letter, thus : f-d-c, face ; the / has the 
 f'S0U7id ; a has its first sound ; c has the s-sound; the 
 e is silent. L-o-f, loaf ; the I has the l-sonnd ; o has 
 its first sound ; the a is silent ; /has the f-soiind. 
 
CONSONANT SOUNDS. 
 
 47 
 
 Sh-e-f, sheaf; sli has the sh-sound; e has its first 
 sound ; the a is silent ; / has the /-sound. 
 
 T-u-f, tough ; t has the t-sound; the o is silent; w 
 has its second sound ; gh has the f-sound. Proceed in 
 a similar way with the several words of each column. 
 
 Finally, request the pupils to write the words of each 
 column, and to affix the proper diacritical marks. These 
 exercises, with subsequent reviews, will give pupils a 
 practical knowledge of the several sounds of letters, the 
 marks that indicate them, and spelling of words. 
 
 BREATH AND VOICE SOUNDS. 
 
 F and V. 
 
 S and Z. 
 
 M and N. 
 
 face. 
 
 veil. 
 
 stone. 
 
 zone. 
 
 make. 
 
 name. 
 
 fine. 
 
 vine. 
 
 seal. 
 
 zeal. 
 
 mild. 
 
 mgJit 
 
 fold. 
 
 vote. 
 
 SQ?<p. 
 
 ooze. 
 
 moist. 
 
 noi§e. 
 
 loaf. 
 
 rove. 
 
 oats. 
 
 nose. 
 
 arm. 
 
 yarn. 
 
 she«f. 
 
 eve. 
 
 sin^e. 
 
 sTce. 
 
 rgom. 
 
 noon. 
 
 tough. 
 
 5f. 
 
 wasp. 
 
 was. 
 
 time. 
 
 nine. 
 
 The four steps described above for the sounds of F 
 and V may be taken with those oi S and Z and M and 
 N. The following statements relative to several words 
 in the above columns will indicate the manner of pro- 
 ceeding with the sounds in the other words of the 
 groups — utter the sounds, then name each : — 
 
 Y-d-l, veil ; the v has the v-sound ; the e has the 
 first sound of a ; the i is silent ; the I has the l-sound. 
 
 0-v, of; the o has its second sound ; the / has the 
 V'SOund. 
 
 0-t-s, oats ; the o has its first sound ; the a is silent ; 
 the t has the t-sound; the s has the s-sound. 
 
48 EAR AND VOICE TRAINING. 
 
 N. B. — When the pupils have become familiar with 
 the names of the several consonant sounds, the term, 
 its own sound y may be used in place of naming the 
 sound, wlien the letter represents its own soimd, as : — 
 
 S4-n-s, since ; s has its own sound ; i has its second 
 sound ; 7i has its own sound ; c has the s-sound ; e is 
 silent. 
 
 O-z, ooze ; o has its third sound ; the second o is 
 silent [or double oo* has the third sound oto^\z has its 
 own sound ; e is silent. 
 
 S-l-Zy sice ; s has its own sound ; « has its first sound ; 
 c has the z-sound ; e is silent. 
 
 W-a-z, was j w has its own sound ; a has the second 
 sound of o; s has the z-sound. 
 
 The w-sound and the y-sound are very short and not 
 easily uttered alone. It is therefore well to join these 
 sounds with the vowel sound following, when sounding 
 words like wasp, was, wet, wisli, yarn, yard, yet, yes, 
 etc., as : WQ-s-p, was, loi-sh, ye-t, yd-r-n, etc. 
 
 M-oi-s-t, moist ; m has its own sound ; oi are sounded 
 together, and have the oi-sound ; s has its own sound ; 
 t has its own sound. 
 
 N-l-t, night ; n has its own sound ; i has its first 
 sound ; gh are silent ; t has its own sound. 
 
 N-g-n, noon ; n has its own sound ; the first o has its 
 third sound ; the second o is silent ; * n has its own 
 sound. 
 
 * It is usually found that pupils learn more readily when taught 
 to let one of the double letters represent the sound, and to call the 
 other one silent, in such words as moon, school, room, hall, muff, 
 etc., when describing the sounds; but if preferred the pupils nmy 
 say, the double o has the , naming the sound, etc. 
 
CONSONANT SOUNDS. 
 
 49 
 
 N. B. — It should be noticed that the m-sound and 
 the n-sound are both voice sounds. 
 
 BREATH AND VOICE SOUNDS. 
 
 P and B, 
 
 T a7id D. 
 
 K and G, 
 
 plate. 
 
 bake. 
 
 tedr. 
 
 ddre. 
 
 kick. gig. 
 
 plow. 
 
 bou^Zt. 
 
 tick. 
 
 did. 
 
 kdg. get. 
 
 point. 
 
 boy. 
 
 to«st. 
 
 old. 
 
 coal. go. 
 
 cap. 
 
 cab. 
 
 tOS5. 
 
 dog. 
 
 ache. gate. 
 
 lip. 
 
 rib. 
 
 trust. 
 
 does. 
 
 ask. gasp 
 
 pup. 
 
 tiib. 
 
 wrote. 
 
 told. 
 
 wick. fig. 
 
 The four steps taken with the previous groups of con- 
 sonant sounds may be continued with the above groups. 
 The descriptions of the several sounds in the words may 
 be changed, if the teacher prefers the following : — 
 
 F in plow has its own sound ; the oiv are sounded 
 together, and have the oiv-sound. 
 
 B in lough has its own sound ; the ou are sounded 
 together and have the ow-sound; gh are silent. 
 
 The 5 in hoy has its own sound ; the oy are sounded 
 together and have the oi-sound. 
 
 The c in cap has the h-sound ; the a has its second 
 sound ; the p has its own sound. 
 
 The d in dare has its own sound ; the a has its fifth 
 sound ; the r has its own sound ; the e is silent. 
 
 The t in toss has its own sound ; the o has its 
 fourth sound ; the first s has its own sound ; the last s 
 is silent. 
 
 The d in dog has its own sound ; the o has its fourth 
 sound ; the g has its own sound. 
 
so 
 
 EAR AND VOICE TRAINING. 
 
 The d in does has its own sound ; the o has the second 
 sound of u ; the 8 has the z-sound; the e is silent. 
 
 In wrote, the z^ is silent ; the 7' has its own sound ; 
 the has its first sound ; the t has its own sound ; the 
 e is silent. 
 
 The a in ache has its first sound ; the ch has the 
 k-sound ; the e is silent ; (or the c has the h-sound; the 
 7i and e are silent). 
 
 The a in a^^ has its sixth sound ; the s has its own 
 sound ; the k has its own sound. 
 
 The sounds of the other words may be described in a 
 similar manner. 
 
 BREATH AND VOICE SOUNDS. 
 
 Th and TIi. 
 
 Sh and ZIi. 
 
 Ch and Wh. 
 
 that. thank. 
 
 shade, aziire. 
 
 chart, what. 
 
 this. thin. 
 
 sheep. se*ziire. 
 
 chip. whip. 
 
 ^ough. thdugJit 
 
 chaise, glazier. 
 
 cheese. whe«t. 
 
 bath^. bath. 
 
 bush, m^amve. 
 
 chiirch. whSn. 
 
 scythe, myth. 
 
 sure. ost6r. 
 
 bSnch. wh^re. 
 
 with. truth. 
 
 wish. leisAre, 
 
 p6rch. why. 
 
 Th-o, though; th has its voice-sound; o has its first 
 sound ; iigh are silent. 
 
 Th-6-ty thought; th has its hreath-sound ; o has the 
 fourth sound of « ; ^ has its own sound ; ugh are 
 silent. 
 
 B-d-th, bathe ; h has its own sound ; a has its first 
 sound ; th has its voice-sound ; e is silent. 
 
 M-y-th, myth ; m has its own sound ; y has the second 
 sound of i ; th has its breath-sound. 
 
CONSONANT SOUNDS. 51 
 
 S-y-tfi, scythe ; s has its own sound ; c is silent ; y 
 has the first sound of i; th has its voice-somid j e is 
 silent. 
 
 S-e-zh-u-r, seizure; s has its own sound ; e has its 
 first sound ; i is silent ; z has the zh-sound ; u has its 
 fourth sound ; r has its own sound ; e is silent. [The 
 ur may be sounded together like ur in lurn, if this 
 mode is preferred.] 
 
 Ch-d-z, chaise; ch has the sh-sound ; a has its first 
 sound ; i is silent ; s has the z-sound ; e is silent. 
 
 Sh-u-Vy sure; s has the sh-sound; u has its first 
 sound ; r has its own sound ; e is silent. 
 
 Ch-d-r-t, chart ; ch has its own sound ; a has its 
 third sound ; r has its own sound ; t has its own sound. 
 
 Wh-a4y ivhat ; tvh has its own sound; a has the 
 second sound of 0; t has its own sound. 
 
 Ch-l-z, cheese ; ch has its own sound ; e has its first 
 sound ; s has the z-sound ; the second and last e's are 
 silent. 
 
 Ch-ur-chy church ; ch has its own sound ; ur sounded 
 together have the fourth sound of u\ ch has its own 
 sound. 
 
 B-e-n-chy tench ; h has its own sound ; e has its 
 second sound ; n has its own sound ; ch has its own 
 sound. 
 
 Wh-y, why ; wh has its own sound ; y has the first 
 sound of u 
 
52 
 
 EAR AND VOICE TRAINING. 
 
 H-SOUND. 
 
 The sound of h resembles that of a panting dog. 
 This sound is heard when the following words are 
 distinctly pronounced : — hay, hat, hear, hen, high, hill, 
 hold, hot, hoop, hue, hut, hurt. 
 
 
 VOICE 
 
 SOUNDS. 
 
 
 
 L and R. 
 
 Ng i 
 
 and J. 
 
 W and K 
 
 lad. rat. 
 
 song. 
 
 joy- 
 
 wall. 
 
 yawl. 
 
 like. ride. 
 
 trunk. 
 
 jump. 
 
 wCak. 
 
 yield. 
 
 loan. roll. 
 
 young. 
 
 judge. 
 
 was. 
 
 yacht. 
 
 boil. roil. 
 
 string. 
 
 gin. 
 
 wSt. 
 
 y^t. 
 
 bowl. roar. 
 
 length. 
 
 ggni. 
 
 wore. 
 
 yoke. 
 
 veal. near. 
 
 think. 
 
 bridge. 
 
 wiir. 
 
 yarn. 
 
 L in loan has its own sound ; o has its first sound ; a 
 is silent ; n has its own sound. 
 
 B in howl has its own sound ; o has its first sound ; 
 IV is silent ; I has its own sound. 
 
 E in roar has its own sound ; o has its first sound ; a 
 is silent ; r has its own sound. 
 
 S in S07ig has its own sound ; o has its fourth sound ; 
 7ig has its own sound. 
 
 Y in young has its own sound ; o is silent ; u has its 
 second sound ; ng has its own sound. 
 
 S in sting has its own sound ; t has its own sound ; 
 r has its own sound ; i has its second sound ; 7ig has its 
 own sound. 
 
CONSONANT SOUNDS. 53 
 
 / vo^ judge has its own sound ; u has its second sound ; 
 d is silent ; g has the j -sound ; e is silent. 
 
 G in gem has the j-sotmd ; e has its second sound ; m 
 has its own sound. 
 
 B in bridge has its own sound ; r has its own sound ; 
 i has its second sound ; d is silent ; g has the j -sound ; 
 e is silent. 
 
 W in wall has its own sound ; a has its fourth sound ; 
 I has its own sound ; the last I is silent. 
 
 Y in yaivl has its own sound ; a has its fourth 
 sound ; w is silent ; I has its own sound. 
 
 Y in yacht has its own sound ; a has the second sound 
 of ; ch is silent ; ^ has its own sound. 
 
 The sounds of the other words in these groups may- 
 be described in a similar manner. 
 
 N. B. — The chief purpose in describing the sounds 
 of the several letters in the words is to train the pupils 
 to distinguish the different sounds readily. When this 
 end has been accomplished, the descriptioyi should he 
 discontinued. Afterwards the sounds of one or two 
 letters only, in the given word, need be described. 
 
SPECIALLY FOR TEACHERS. 
 
 In tlie foregoing exercises directions have been given 
 for thorough instruction in methods of learning each 
 of the forty-five sounds of our language. Those pupils 
 who have been taught in accordance with these direc- 
 tions must be able not only to distinguish all of these 
 sounds, but also able to determine what letters repre- 
 sent each sound heard in any word that is properly 
 pronounced. 
 
 The descriptions of sounds form a part of the methods 
 of training the pupils to distingidsh the sounds readily, 
 but they are not to he regarded as an end in the teach- 
 ing, nor as something to be memorized and recited. 
 Whenever the purpose of these descriptions has been 
 reached the descriptions should he discontinued, except 
 for occasional tests with new words. 
 
 SOUNDS USED IN TEACHING BEADING. 
 
 From this time on the exercises in elementary sounds 
 should be made a part of the teaching of new reading 
 lessons ; not as lessons in sounds, but as aids to pronun- 
 ciation and distinctness of enunciation; and such aids 
 should be used while the books are open, and the new 
 reading lesson is being learned. 
 
 The directions given in the preceding pages are not 
 
SPECIALLY FOR TEACHERS. 55 
 
 intended as a course to be followed in all cases literally 
 and in detail, by the teacher ; but these directions are 
 to be treated by intelligent teachers as groups of sug- 
 gestions to aid them, through a variety of ways of pre- 
 senting the subject, so that they may be able to meet 
 all the conditions and needs of their pupils in matters 
 of phonic instruction. 
 
 In some cases the use of all the methods herein 
 suggested may be needed to secure the desired results 
 in phonic training ; while in other cases only those 
 exercises that may be necessary to overcome particular 
 defects in speech, and to secure a proper facility of 
 utterance, need be presented. It is expected that 
 teachers will use due discretion in these matters. 
 When they have become as familiar with the subject of 
 vocal phonics as careful attention to the exercises con- 
 tained in the preceding pages will make them, they 
 can readily meet the needs of their pupils in matters 
 where the elementary sounds of our language may be 
 used for correcting errors in pronunciation. 
 
 The following suggestions will indicate some of the 
 ways in which the sounds may be used as an aid in 
 teaching reading. In order to bring the knowledge of 
 sounds already acquired by the pupils into more prac- 
 tical relations to reading and spelling, the exercise here 
 mentioned should be conducted while the pupils have 
 their books open ; and they should be required to ex- 
 amine the words of one paragraph after another to find 
 the given sounds, or to find that to which their atten- 
 tion is specially directed. 
 
 The pupils using a First Header might be taught 
 
56 EAR AND VOICE TRAINING, 
 
 to find words in which the a sounds like a in cake ; 
 then to find words in which a sounds like a in cat; 
 then to find words in which a sounds like a in ball, etc. 
 [See ^^ Comparing Sounds," page 12-15.] 
 
 Proceed in a similar manner in leading the pupils to 
 find the sounds of other letters, as : words in which e 
 somids like e in me ; or words in which e sounds like e 
 in ten ; or words in which i sounds like i in kite; or 
 like i in pin; or words in which sounds like in no ; 
 or like in not ; or like in do ; or words in which u 
 sounds like u in use; or like u in up; or like u in full. 
 
 In a similar manner they may be led to find words in 
 which c has the k-sound ; or words in which s has the 
 z-sound. They may also be led to find silent letters. 
 
 The pupils, while reading in a First Header, may be 
 requested to find words in which a, or e, or i, or 0, or 
 u, has its first sound ; also to find words in which a, or 
 e, or i, or 0, or u, has its second sound. They may be 
 requested, also, to find words in which c has the 
 5-sound ; and words in which the y has an /-sound. 
 
 When a word is mispronounced, it may be written on 
 the blackboard, the pupils required to spell it by sight ; 
 then to utter the sound of each letter singly and to 
 pronounce the word correctly. 
 
 As the pupils become able to read in a Second Reader 
 their attention may be called to other distinctions in 
 the sounds of words, as : to find words in which th has 
 
SPECIALLY FOR TEACHERS. 57 
 
 its hreatli-sound ; to find words in which th has its voice- 
 sound ; to find words in which the ch-sound is heard ; 
 and words in which the wh-sound is heard; also to 
 find the silent letters in words. 
 
 As the pupils make further progress in reading, and 
 in their knowledge of sounds, they should be required 
 to find words in their reading lessons in which the 
 sound of a given letter is represented by another letter, 
 as, i\)LQ first sound of a, or thefourtJi sound of a, or the 
 second sound of e, etc., in words like the following : 
 They, eight, veil, n6r, form, €6rn, said, says, th^re, 
 wh^re, what, was, any, her, learn, girl, first, work, 
 word, pique, police, marine, physique, eome, done, 
 rough, none, wolf, would, etc. 
 
 When the pupils can distinguish the sounds repre- 
 sented by diacritical marks, the teacher may write on 
 the blackboard words, the pronunciation of which the 
 children can not readily give, place the proper diacrit- 
 ical marks on the letters, require the pupils to utter the 
 sounds and pronounce the words, then to spell them by 
 naming all the letters of the word and stating which 
 letters are silent. In this manner teach the correct 
 pronunciation of all difficult words so thoroughly that 
 pupils will not continue to pronounce the same words 
 incorrectly. 
 
 The teacher may devise many other exercises for using 
 the sounds to aid the pupils in learning to read. 
 
SOUNDS USED IN TEACHING SPELLING 
 
 Al^D THE MEANING OF WOKDS. 
 
 The arrangement of words in the following groups, 
 shows several instances in which the same sound is 
 represented by different letters ; and within these 
 groups are also shown pairs of words that are pro- 
 nounced alike, while the words are spelled differently, 
 and also have different meanings. These groups of 
 words will greatly assist teachers in giving instruction 
 in spelling, and in the meaning and use of words, by 
 the aid of sounds ; and they will also help the pupils 
 in learning, and in remembering the spelling and the 
 meaning of the words thus associated. It is expected 
 that teachers will make other groups of words in which 
 the sounds will aid in teaching spelling and the use of 
 words. 
 
 For teaching the spelling and the meaning of the 
 pairs of words in the following groups, proceed some- 
 what as follows : 
 
 First. — "Write a pair of words on the blackboard, with 
 the proper diacritical marks, and let the c\di^^ pronounce 
 the words as indicated by the marks. Then request pu- 
 pils, singly, to spell each word hy sight ; then let one 
 pupil at a time stand with back toward the words and 
 spell the word by memory from sight. 
 
SOUNDS USED IN TEACHING S>^1li:Vg\ $9 
 
 —^— =: 1 — — 1 T — r"7-^ ^ —. 
 
 Second. — Illustrate the meaning of eac}l^w^l'<l,' and 
 use it. Then give the meaning of one of the words 
 and require pupils to spell that word. 
 
 Third. — Erase the words from the blackboard and 
 request the pupils to write them from memory ; then 
 test them as to the meaning of the words. 
 
 Fourth. — The words having been erased from both 
 blackboard and slate, the teacher may utter the sounds 
 of a word, as d t, and request pupils to spell the word 
 thus sounded in its different ways, and to tell what the 
 word means in each of its forms of spelling, as, ate ; 
 eight. In the same manner the teacher may utter the 
 sounds^o a n, and the pupils spell the two words, pane 
 and pain, and tell the meaning of each. 
 
 Proceed in a similar way with each pair of words. 
 
 The spelling and meaning of these pairs of words 
 having been learned as above described, in subsequent 
 lessons the teacher may utter the sounds of a pair of 
 words, as n a, and require the pupils to spell the word 
 sounded in its different ways, and to state the meaning 
 of the word in each form of spelling, as, nay ; neigh. 
 The spelling in these exercises may be oral or 
 written. 
 
 Fresh interest may be added to the review exercise 
 if the teacher will call upon pupils to select and to 
 utter the sounds of a pair of words, and the other 
 pupils to spell each word of the pair thus sounded, and 
 to tell the meaning. 
 
6o EAR AND VOICE TRAINING. 
 
 The teacher should make use of the several groups 
 of words in the following pages, training the pupils 
 in distinguishing differences in sounds, and in the 
 ability to pronounce words with distinctness of enun- 
 ciation. 
 
SOUNDS USED IN TEACHING SPELLING. 6 1 
 
 WOKDS CONTAINING THE SOUNDS OF A. 
 
 FIRST SOUND OF A. 
 
 gate 
 gait 
 
 bail 
 
 ba^^ 
 hey 
 
 made 
 maid 
 
 male 
 mail 
 
 plane 
 plain 
 
 paste 
 pa9ed 
 
 staid 
 stayed 
 
 way 
 
 weigh 
 
 brake 
 
 faint 
 
 break 
 
 feint 
 
 bay§ 
 baize 
 
 fain 
 feiyn 
 
 mane 
 mam 
 
 nay 
 neigh 
 
 maze 
 
 nave 
 
 maize 
 
 ^nave 
 
 pray 
 prey 
 
 phra§e 
 fray§ 
 
 plate 
 plait 
 
 rain 
 rein 
 
 strait 
 straiyAt 
 
 ray§ 
 rai§e 
 
 waste 
 
 wave 
 
 waist 
 
 waive 
 
 gmge 
 
 grate 
 great 
 
 hale 
 hail 
 
 sale 
 sail 
 
 sleiyA 
 
 vale 
 veil 
 
 vain 
 vein 
 vane 
 
62 
 
 EAR AND VOICE TRAINING. 
 
 SECOND SOUND OF A. 
 
 
 M.ze 
 
 bade 
 
 dram 
 drachm 
 
 jam 
 
 jam* 
 
 n&p 
 
 lacks 
 
 rS-p 
 wrkp 
 
 tax 
 
 tacks 
 
 THIRD SOUND OP A. 
 
 
 are 
 ark 
 
 a?m§ 
 
 ba?in 
 
 mhe 
 
 hart 
 
 chart 
 
 dawnt 
 
 pssilm 
 
 heart 
 
 Imgh (f ) 
 
 hearth 
 
 €a?m 
 
 FOURTH SOUND OF A. 
 
 
 aU 
 
 mgJii 
 6ug7it 
 
 €law§e 
 
 nsLught 
 ndught 
 
 bald 
 ba/ded 
 
 baU 
 bawl 
 
 halZ 
 hawl 
 
 waU 
 
 FIFTH SOUND OF A. 
 
 
 Ux 
 
 
 
 
 
 stare 
 
 h^/r 
 
 bedr 
 
 hdre 
 
 th^^r 
 
 
 sta/r 
 
 
 bdre 
 
 Mir 
 
 th^re 
 
 
 
 ^xe 
 
 
 
 
 
 ware 
 
 ^'er 
 
 
 
 
 
 wear 
 
 SIXTH SOUND OF A. 
 
 
 east 
 
 €ask 
 
 draft 
 
 past 
 
 easte 
 
 
 easquc 
 
 
 drai 
 
 ight 
 
 I 
 
 )assed 
 
SOUNDS USED IN TEACHING SPELLING. 63 
 
 WORDS CONTAINING THE SOUNDS OF E. 
 FIRST SOUND OF E. 
 
 9ede 
 seed 
 
 freeze 
 frieze 
 
 leave 
 heve 
 
 peer 
 pier 
 
 deer 
 dear 
 
 heel 
 heal 
 
 leaf 
 Uef 
 
 peel 
 peal 
 
 feet 
 feat 
 
 neal 
 
 leek 
 leak 
 
 peak 
 pique 
 
 flee 
 flea 
 
 least 
 leased 
 
 meet 
 meat 
 
 peace 
 piece 
 
 reek 
 wreak 
 
 see 
 sea 
 
 steel 
 steal 
 
 sees 
 sieze 
 
 sheer 
 shear 
 
 teem 
 team 
 
 tear 
 tier 
 
 
 SECOND SOUND OF B. 
 
 brgd 
 brSad 
 
 sSll 
 
 bSrry 
 bury 
 
 9Siit 
 sSnt 
 
 rgd 
 rSad 
 
64 
 
 EAR AND VOICE TRAINING. 
 
 WOKDS CONTAINING THE SOUNDS OF 1. 
 FIRST SOUND OF I. 
 
 by 
 
 bwy 
 
 €hoir 
 quire 
 
 find 
 fined 
 
 lie 
 
 ly^ 
 
 lyre 
 liar 
 
 rye 
 wry 
 
 ri^At 
 rite 
 
 write 
 wri^^t 
 
 size 
 si^^§ 
 
 sli^At 
 slei^A^ 
 
 Bide 
 
 sighed 
 
 slghi 
 site 
 
 sign 
 sine 
 
 time 
 tAyme 
 
 tide 
 tied 
 
 SECOND SOUND OF I. 
 
 bin 
 been 
 
 bwild 
 biUed 
 
 9ygn6t 
 signet 
 
 gilt 
 guVit 
 
 gild 
 gwild 
 
 him 
 
 hym/i 
 
 kiU 
 V\ln 
 
 links 
 lynx 
 
 mist 
 missed 
 
 ring 
 wring 
 
SOUNDS USED IN TEACHING SPELLING. 65 
 
 WORDS CONTAINING THE SOUNDS OF 0. 
 FIRST SOUND OF 0. 
 
 'bbio 
 
 board 
 
 ebarse 
 
 eoat 
 
 €ore 
 
 beau 
 
 bored 
 
 eourse 
 
 €ote 
 
 €or^s 
 
 doe 
 
 fore 
 
 forth 
 
 groan 
 
 lone 
 
 dough 
 
 fowr 
 
 fo?^rth 
 
 grown 
 
 loan 
 
 more 
 
 moan 
 
 no 
 
 oar 
 
 lore 
 
 mbiuQV 
 
 mown 
 
 knmo 
 
 ore 
 
 lower 
 
 pole 
 
 pore 
 
 road 
 
 sew 
 
 soar 
 
 poU 
 
 po?*r 
 
 rode 
 ro?^ed 
 
 sow 
 so 
 
 sore 
 
 toe 
 
 to«d 
 
 
 
 sower 
 
 tow 
 
 ibwed 
 
 shown 
 
 shone 
 
 sewer 
 
 SECOND SOUND OF 0. 
 
 I6ck 
 I6ugh. (k) 
 
 ddt 
 
 n6t 
 ^n6t 
 
 bl5t 
 g5t 
 
 €r6ps 
 €5py 
 
 tr5t 
 st6p 
 
 bl6ck 
 €l6ek 
 
 ^n5b 
 edr^l 
 
 wa^ch 
 what 
 
 fSreh^ad 
 b5rrow 
 
66 
 
 EAR AND VOICE TRAINING, 
 
 THIRD SOUND OF 0. 
 
 bQOt 
 
 €Q0\ 
 
 ch QO§e 
 
 tQO 
 
 SQ?^p 
 
 room 
 
 seJiQol 
 
 chew§ 
 
 tWQ 
 
 iQwp 
 
 YQUte 
 
 
 
 tQ 
 
 
 
 fo-ol 
 
 rule 
 
 
 spQOW 
 
 moon 
 
 tgol 
 
 rude 
 
 whQ 
 
 sQon 
 
 move 
 
 
 
 whgm 
 
 
 
 shoot 
 
 truth 
 
 whQ§e 
 
 lQ§e 
 
 prQof 
 
 TQOt 
 
 ygwth 
 
 
 iQOse 
 
 
 FOURI 
 
 :h sound 
 
 OF 0.* 
 
 
 €OSt 
 
 €loth 
 
 eross 
 
 broth 
 
 €OWgh 
 
 dog 
 
 God 
 
 log 
 
 long 
 
 gone 
 
 gong 
 
 l0S5 
 
 lost 
 
 moss 
 
 moth 
 
 frost 
 
 toss 
 
 fog 
 
 soft 
 
 sloth 
 
 strong 
 
 wrong 
 
 of/ 
 
 oft 
 
 S€Of/ 
 
 
 *Se 
 
 56 Note, page 
 
 35. 
 
 
SOUNDS USED IN TEACHING SPELLING. 67 
 
 WORDS CONTAINING THE SOUNDS OF U. 
 
 First Sound. 
 
 Second Sound. 
 
 Third Sound. 
 
 Fourth Sound. 
 
 Fourth Sound. 
 
 blue 
 
 dun 
 
 wdbd 
 
 bird 
 
 learn 
 
 blew 
 
 done 
 
 would 
 
 burn 
 
 nurse 
 
 due 
 
 dost 
 
 bo1)k 
 
 eiirl 
 
 s6rf 
 
 dew 
 
 dust 
 
 look 
 
 girl 
 
 surf 
 
 Me 
 
 plum 
 
 bush 
 
 hiirt 
 
 thirst 
 
 flew 
 
 plum^ 
 
 push 
 
 herd 
 he«rd 
 
 thirty 
 
 hue 
 
 rung 
 
 puss 
 
 
 work 
 
 hew 
 
 ft'rung 
 
 puU 
 
 fern 
 firm 
 
 worm 
 
 new 
 
 ruf/ 
 
 wolf 
 
 
 tiirn 
 
 ^new 
 
 rough (f) 
 
 shouM 
 
 f^rl 
 fir 
 
 stir 
 
 lieu 
 
 sum 
 
 go'od 
 
 s^rge 
 
 ^rn 
 
 view 
 
 some 
 
 €OUld 
 
 
 Arge 
 
 WORD^ 
 
 ^ CONTA 
 
 INING D< 
 
 3UBLE S( 
 
 3UNDS. 
 
 ou 
 
 ow 
 
 oi 
 
 oy 
 
 ou 
 
 douJt 
 
 eow 
 
 boil 
 
 boy 
 
 our 
 
 dTonght 
 
 €lown 
 
 broil 
 
 buoy 
 
 out 
 
 flour 
 
 bower 
 
 eoin 
 
 joy 
 
 pound 
 
 found 
 
 dower 
 
 hoist 
 
 loyal 
 
 how 
 
 gouge 
 
 drown 
 
 loin 
 
 oyster 
 
 house 
 
 hour 
 
 fowl 
 
 moist 
 
 toy 
 
 plow 
 
 ouncje 
 
 owl 
 
 oil 
 
 troy 
 
 seour 
 
 sour 
 
 shower 
 
 soil 
 
 voyage 
 
 slou^A 
 
68 
 
 EAR AND VOICE TRAINING. 
 
 WOKDS IN WHICH E, I, 0, U, AND Y, HAVE 
 SIMILAK SOUNDS. 
 
 6 
 eOTth 
 fern 
 g6rm 
 h6r 
 herd 
 h6«rd 
 le«rn 
 m6r9y 
 ngrve 
 p6arl 
 pgrch 
 pgrfget 
 s6rve 
 s6rv2,iit 
 term 
 v6rb 
 v6rge 
 
 i 
 
 
 
 ^ 
 
 bird 
 
 word 
 
 biirn 
 
 birch 
 
 work 
 
 burr 
 
 9ir€le 
 
 9ir€wit 
 
 dirt 
 
 world 
 worth 
 worm 
 
 burst 
 
 biirden 
 
 €iir 
 
 dirge 
 firm 
 
 worse 
 
 €urd 
 €url 
 
 first 
 
 
 €^rve 
 
 gird 
 girl 
 girdle 
 
 
 churn 
 fur 
 furl 
 htrt 
 
 irksome 
 
 
 hurl 
 
 sir 
 
 
 murmiir 
 
 thirty 
 thirsty 
 
 
 spiirn 
 
 stirge 
 
 siirfa9e 
 
 y 
 
 myrrA 
 
SOUNDS USED IN TEACHING SPELLING. 69 
 
 WOEDS THAT RESEMBLE EACH OTHER IN 
 SOUND, BUT WHICH SHOULD BE DISTIN- 
 GUISHED IN THE PRONUNCIATION. 
 
 ant 
 awnt 
 
 9ymbal 
 symbol 
 
 matrass 
 mattrgss 
 
 prin9ipal 
 prin9iple 
 
 able 
 
 des9gnt 
 dissent 
 
 m^tal 
 mettle 
 
 quiSt 
 quite 
 
 arm§ 
 aZm§ 
 
 edrrdt 
 €drat 
 
 min6r 
 min6r 
 
 viai 
 
 vile 
 
 age 
 aid§ 
 
 fdnd 
 fawned 
 
 ow6r 
 ore 
 
 shore 
 sho?^er 
 
 adapt 
 ad^pt 
 
 h6rse 
 hoarse 
 
 Tight 
 ridt 
 
 surplus 
 surpli9e 
 
 affect 
 effect 
 
 line 
 lion 
 
 suit 
 soot 
 
 wedr 
 wei^^er 
 
 analysis 
 analyse§ 
 
 more 
 moz^er 
 
 staZk 
 st6rk 
 
 awed 
 6ught 
 
 a.€9gpt 
 ^X9gpt 
 
 bridal 
 bridle 
 
 idol 
 idle 
 idyl 
 
 pro9eed 
 precede 
 
 pdir 
 pai/er 
 
 barge 
 bard§ 
 
 badge 
 batch 
 
70 
 
 EAR AND VOICE TRAINING. 
 
 drgop 
 trgop 
 
 drench 
 trench 
 
 tied 
 
 whe^ 
 
 heads 
 
 door 
 
 mouse 
 
 whale 
 
 he^ge 
 
 tore 
 
 mouth 
 
 wale 
 
 gable 
 €abl6 
 
 fa9e 
 fatth 
 
 jeer 
 cheer 
 
 wh^re 
 wdre 
 
 9ease 
 s^ege 
 
 for9e 
 forth 
 
 xidge 
 rich 
 
 whSn 
 wen 
 
 €old 
 
 €Olt 
 
 for9e 
 fowr§ 
 
 6eed§ 
 Siege 
 
 which 
 wi^ch 
 
 €ore§ 
 €02*rse 
 
 eye§ 
 T9e 
 
 
 wheel 
 weal 
 
 €lothe§ 
 €lo§e 
 
 o«th§ 
 owe§ 
 
 s6rge 
 s6«^rch 
 
 
 Suitable exercises should be required of the pupils to 
 train them in carefully distinguishing the differences in 
 sounds in the similar words, and in speaking them 
 distinctly until they can give each its correct pronun- 
 ciation. These exercises are specially appropriate for 
 pupils in Grammar Schools. 
 
FORTY- FIVE SOUNDS REPRESENTED. 
 
 n 
 
 THE FORTY-FIYE SOUNDS REPRESENTED. 
 
 THEIR DIACRITICAL MARKS. 
 First sound of a. 
 Second 
 Third 
 Fourth 
 Fifth 
 Sixth 
 
 First 
 Second 
 
 First 
 Second 
 
 First 
 Second 
 Third 
 Fourth 
 
 First 
 Second 
 Third 
 Fourth 
 
 a. 
 
 a, 
 
 e. 
 
 ate, ma«/, e?^^7/t. 
 
 2 
 
 a. 
 
 a. 
 
 
 S,t, hUnd, plan. 
 
 3 
 
 a. 
 
 a. 
 
 
 art, alm§, lawgh. 
 
 « 
 a. 
 
 a, 
 
 o, 
 
 aU, staZk, ouglii. 
 
 « 
 a. 
 
 ^, 
 
 ^, 
 
 Air, dire, thfere. 
 
 « 
 a. 
 
 k, 
 
 
 ant, chant, mast. 
 
 1 
 e, 
 
 e, 
 
 % 
 
 e«t, €lean, police. 
 
 3 
 
 ^, 
 
 
 5nd, beg, said. 
 
 1, 
 
 i, 
 
 y. 
 
 ice, kite, sky. 
 
 
 1, 
 
 y. 
 
 in, lip, hymn. 
 
 1 
 
 0, 
 
 6, 
 
 
 old, fore, stone. 
 
 2 
 
 0, 
 
 5, 
 
 a. 
 
 5n, n5t, what. 
 
 o, o, u, 00, Qoze, dg, rule, noon. 
 
 o, 
 
 of/, moth, los5. 
 ew, use, mute, new. 
 
 2 
 
 i\, u, 6, up, hut, son, eome. 
 
 u, u, o, 00, fulZ, wolf, wood. 
 
 u, tif g, 1, 0, iirge, l6arn, girl, world. 
 
72 
 
 EAR AND VOICE TRAINING. 
 
 Double sounds, ou, ow, our, cow, hour, owl. 
 " '' oi, oy, oil, boy, coil, joy. 
 
 B-sound, 
 
 
 Z>ake, 
 
 nib, bob. 
 
 D-sound, 
 
 
 d\d, 
 
 ride, do. 
 
 F-sound, 
 
 gh. 
 
 ph, /an. 
 
 laugh, phrase. 
 
 G-sound, 
 
 
 ^ate. 
 
 gag, good. 
 
 H-sound, 
 
 
 /iot, 
 
 hold, y^ill. 
 
 J-sound, 
 
 g. 
 
 ./et. 
 
 gem, age, just. 
 
 K-sound, 
 
 €, 
 
 eh, ^ite. 
 
 kioTc, €a^*e, €/iord, 
 
 L-sound, 
 
 
 Zad, 
 
 paZe, Zook. 
 
 M-sound, 
 
 
 wian. 
 
 am, maim. 
 
 N-sound, 
 
 
 wo. 
 
 noon, nine. 
 
 P-sound, 
 
 
 pup, 
 
 ripe, cap. 
 
 E-sound, 
 
 
 rear. 
 
 door, more. 
 
 S-sound, 
 
 9. 
 
 sat. 
 
 sent, 9ent, i9e. 
 
 T-sound, 
 
 
 trot. 
 
 ^ell, ^ime, ^en^. 
 
 V-sound, 
 
 ph. 
 
 f, t;ine. 
 
 eve, sylph, of. 
 
 W-sound, 
 
 
 WQt, 
 
 tvish, wind, ''one. 
 
 Y-sound, 
 
 
 yet. 
 
 yes, yield, ^iise. 
 
 Z-sound, 
 
 h 
 
 zine, 
 
 j2;eal, i§, ro§e. 
 
 Ch-sound, 
 
 
 chin, 
 
 c^urc^, chalk. 
 
 Ng-sound, 
 
 
 king. 
 
 thing, thi?jk. 
 
 Sh-sound, 
 
 ch. 
 
 s, sha\], 
 
 wish, chaise, sure. 
 
 Th -sound. 
 
 
 i/iin, 
 
 thank, truth. 
 
 Th-sound, 
 
 
 that, 
 
 these, with. 
 
 W h-sound. 
 
 
 whsit, 
 
 when, tvhj. 
 
 Zh-sound^ 
 
 h 
 
 azure 
 
 , measure. 
 
SUGGESTIONS FOR REMOVING 
 
 DEFECTIVE UTTEEANCE AKD IMPEDIMENTS OF SPEECH. 
 
 Teachers often find pupils in their classes who have 
 defects of utterance that prevent clearness of speech ; 
 and occasionally they find those who have some impedi- 
 ment of speech that is troublesome in talking and read- 
 ing. It is very desirable that the nature of these 
 defects and impediments should be determined as early 
 as possible, and suitable means for removing them be 
 employed during the period when the organs of speech 
 are flexible and can be easily trained to act readily. 
 
 A knowledge of the manner in which the several or- 
 gans of speech are used in vocal language, and the 
 nature of the sounds produced by the human voice is 
 necessary to the discovery of the character of the in- 
 dividual defects in speech that may exist among the 
 pupils of a class, and necessary also to enable a teacher 
 to so train these organs that the pupils may overcome 
 their defects in utterance. By understanding this mat- 
 ter teachers may confer great benefits on their pupils 
 by relieving them of troublesome and often mortifying 
 defects or impediments of speech through the use of 
 elementary sounds of language. 
 
 Voice and Speech Organs. — The trachea, or windpipe, 
 is the tube through which air is conveyed from the 
 
74 EAR AND VOICE TRAINING. 
 
 lungs, in respiration, and delivered into the larynx^ 
 which is the organ of somid. This organ is essen- 
 tially a reed instrument, and is situated in the upper 
 part of the windpipe. The air, in passing through 
 the larynx, may be so controlled as to set in vibration 
 the vocal chords of this organ and thus produce sound. 
 As the sound passes from the larynx into the mouth it 
 is modified, more or less, by the palate, the tongue, the 
 teeth, and the lips ; and thus are produced all the 
 elementary sounds of language heard in human speech. 
 As the sound passes through the mouth it receives less 
 modification for the vowel sounds than it does for the 
 consonant sounds. The utterances of the human voice 
 thus produced are articulations, or the elements of 
 speech. 
 
 Wliispered articulations may be produced by modifi- 
 cations of the breath as it passes through the mouth 
 without having formed sound in the larynx. In whis- 
 pered articulation the palate, tongue, teeth, and lips 
 modify the air-current as it flows through the mouth, 
 in the same manner as these organs modify the passing 
 sound. Vocal speech is produced by the passage of air 
 from the lungs through the larynx, in a manner to pro- 
 duce sound, and by the modifications of this sound in 
 the mouth. These facts, together with the way in 
 which the sound is changed into articulate speech, 
 must be duly considered in efforts to determine the 
 cause of individual defects in vocal utterance. These 
 facts must also be considered in providing the vocal ex- 
 ercises necessary to remove defective utterance, what- 
 ever may be the nature of the defects. 
 
REMOVING DEFECTIVE UTTERANCE. 75 
 
 It is the purpose, in the following suggestions, to 
 point out the nature of the more common defects in 
 speech among children and to suggest means whereby 
 these difficulties may be removed during childhood. 
 When a teacher has once succeeded in showing a pupil, 
 with an impediment of speech, how to talk or read as 
 easily as other children do, and when the joyful expres- 
 sion is seen on that pupil's face because of the great 
 relief in utterance, that teacher will have the conscious- 
 ness of doing an act of kindness that will induce its 
 repetition whenever an occasion for it occurs. 
 
 Defective Utterance. — Let us now consider the nature 
 of common defects in utterance. Among these may be 
 found lisping y which consists in modifying the breath, 
 in its passage through the mouth, so as to produce the 
 hreatli-sound of ih instead of the s-sound. The effect 
 of using this tli-sound in place of the s-sound is the 
 giving of incorrect pronunciations, as shown with the 
 following and other words containing the s-sound: — 
 said is pronounced thSd, by one who lisps ; saw, tha ; 
 sew, tho ; see, the ; seat, thet ; sing, thing ; soap, thop ; 
 kiss, kith ; miss, mith ; puss, puth ; etc. 
 
 This defect of utterance may be corrected by training 
 the pupils to utter the s-sound correctly. See pages 23 
 and 50. 
 
 Another defect of utterance consists in substituting 
 the l-sound for the r-sound. The child with this de- 
 fect uses the l-sound in the following and other words : 
 ran, rat, run, ride, pronouncing them Un, l^t, lun. 
 
76 EAR AND VOICE TRAINING. 
 
 lide, etc. For correcting this defect see pages 22 
 and 50. 
 
 Other defects consist in the substitution of the 
 t-sound for the breath-sound of th, in words like the fol- 
 lowing : thin, thinh, three, thank; pronouncing them 
 tin, tink, tree, tank. The substitution of the sh-sound 
 for the ch-sou7id is sometimes heard in words like child, 
 chalh, chair, choose. The result is their incorrect pro- 
 nunciation, as shild, shalk, shdr, shgs. 
 
 Sometimes the iv-sound is substituted for the v-sound, 
 as in vine, vest ; the pronunciation becoming win, w6st. 
 The w-sound is frequently substituted for the loh-sound, 
 in lohat, when, loliy, tohich, by pronouncing them as 
 wat, wSn, wy, wich. 
 
 All of these defects of utterance may be easily cor- 
 rected by proper attention to the directions given rela- 
 tive to these sounds, in the preceding pages. 
 
 Nature of Impediments of Speech. — Let us now con- 
 sider the nature of the common impediments of speech 
 that we may more clearly understand what means may 
 be used in removing them. 
 
 Some of these impediments consist of inability to 
 utter or pronounce particular letters or sounds, as h, or 
 t, or r, or p, or sh, or th, when they occur at the begin- 
 ning of words or of syllables. 
 
 Sometimes the impediment appears as a difficulty 
 or inability in pronouncing certain words, while there 
 are other words with which the difficulty does not 
 exist. 
 
REMOVING DEFECTIVE UTTERANCE, 77 
 
 Stuttering. — When there is a tendency to repeat the 
 sound of a letter or syllable several times in speaking, 
 the impediment is called stuttering. 
 
 Hesitation. — Some impediments of speech appear to 
 be simply a hesitation in utterance. These impediments 
 usually arise from attempts to speak while there is no 
 air passing from the lungs through the larynx, where 
 the sound is formed. 
 
 Stammering. — When the impediment is of a nature 
 to produce movements of the mouth as if struggling to 
 utter sounds, without being able to do so, the difficulty 
 is called stammering. In cases of stammering the im- 
 pediment often becomes so serious as to produce strain- 
 ing efforts to speak whenever a word or sound occurs 
 that had previously been found difficult to utter. 
 
 This form of impediment appears to be caused by a 
 sudden expulsion of air from the lungs, and attempts 
 to speak while inspiration is taking place ; i. e., while air 
 is flowing into the lungs, and when no air is flowing 
 from the lungs by which sound can be produced. 
 
 Means for Removing Impediments of Speech. — Diffi- 
 culties in utterance or impediments of speech arise 
 chiefly from lack of proper control of the vocal organs, 
 and of the manner of breathing while speaking. There- 
 fore, the first steps to be taken toward removing these 
 impediments should consist of exercises in breathing 
 and in the use of the voice while breathing. It is be- 
 lieved that the following suggestions will enable intelli- 
 
78 EAR AND VOICE TRAINING. 
 
 gent teachers to conduct exercises in breathing and in 
 the use of the voice, in such a manner as will produce 
 improvement in speech and materially aid pupils in 
 overcoming all impediments of speech. 
 
 First. — Teach the pupils how to breathe with full 
 inspirations, and to cause the air to flow from the lungs 
 as slowly as it is drawn into the lungs. Practice this 
 full breathing through the nose, also through the 
 mouth. 
 
 Second. — Teach the pupils how to fill the lungs with 
 air and to count one, slowly, as the air passes out. Ee- 
 peat these inspirations and respirations, and at the 
 same time require the pupils to count, slowly, one, two, 
 several times ; then to count three, four ; i\iQU five, six; 
 then seven, eight ; then nine, ten. 
 
 Third. — Continue the exercises of breathing and 
 counting slowly with three numbers; as, one, tivo, 
 three ; four, five, six ; seven, eight, nine, etc. 
 
 Fourth. — Continue these exercises, the pupils stand- 
 ing erect, with shoulders back, until they can count 
 four numbers easily in this deliberate manner; then 
 five numbers, in the same way, as, otie, two, three, four, 
 five ; six, seven, eight, nine, ten. The pupils ought to 
 acquire the ability easily to count ten numbers during 
 the passing out of the breath of one inspiration. 
 
 Fifth. — Request the pupils with defective utterance 
 
REMOVING DEFECTIVE UTTERANCE. 79 
 
 to practice these exercises of breathing and counting 
 several times each day ; and to repeat them at home. 
 A new exercise may be added as often as every two or 
 three days, under ordinary conditions. 
 
 Sixth. — Follow the preceding exercises of counting 
 by the utterance of \X\q first sounds of ii, e, i, o, u, while 
 the breath of one respiration is flowing from the lungs. 
 On the following day require the utterance of the 
 seco7id sounds of ^, e, i, o, 11. 
 
 When the pupils can utter these sounds readily, as 
 directed, require them to utter the first sound of each 
 vowel with the t-sound affixed, as, at, et, it, ot, ut. 
 After speaking these syllables several times, the exer- 
 cise may be changed by prefixing the t-sound to the 
 vowels, as follows : ta, te, ti, to, tii ; then, ta, t^, ti, 
 t5, tii. 
 
 Subsequently repeat these exercises by using the 
 k-sound. 
 
 Again repeat these exercises with the first and second 
 vowel-sounds, by using the g-sound. 
 
 Should the discovery be made that particular conso- 
 nant sounds are difficult for some pupils to utter, com- 
 bine the difficult sound with these vowels in various 
 ways, until ability is acquired to utter each combination 
 easily, in whispered and in vocal articulations. 
 
 Stuttering. — Should the impediment found be in the 
 nature of stuttering, it may be removed by uttering 
 sounds of letters in such combinations as will give a 
 
8o EAR AND VOICE TRAINING. 
 
 firm control of the organs of speech in the nse of both 
 ivhispered and voice articulations. The utterance of 
 sounds for this purpose should be deliberate and with 
 a feeling of confidence on the part of the pujiil. Lack 
 of confidence is often the cause of nervousness ; and 
 nervousness usually aggravates the impediment, what- 
 ever its nature may be. 
 
 Hesitation. — This impediment may be overcome by 
 the practice of breathing properly and the utterance 
 of various sounds in appropriate combinations. Con- 
 tinue these exercises until the utterance of the sounds 
 can be made easily, and with natural breathing. 
 
 Stammering. — This form of impediment is the most 
 difficult to be overcome, and requires special attention 
 in determining the nature of the difficulty. Having 
 found a cause of the impediment, the teacher should 
 arrange exercises for training the pupil in breathing 
 and in such deliberate utterances of simple and com- 
 bined sounds as will cause the several organs of speech 
 affected by this impediment to act without apparent 
 effort. To accomplish the desired result, the pupil 
 must be taught what to do in this matter, and hoiu to do 
 it, and le impressed with thp necessity of patient perse- 
 verance and confidence in himself. Train him to form 
 voice in the larynx ; to modulate it into vowel sounds 
 in the mouth ; afterwards to modulate it into simple 
 consonant sounds ; then to combine vowel and conso- 
 nant sounds, in such variety of ways as will lead to ease 
 of utterance. 
 
SEND ALli ORDERS TO 
 
 E, L, KELLOGG & CO., NEW YORK & CHICAGO, 
 
 Taynes Lectures on the Science and 
 
 Art of Education. Reading Circle Edition. By Joseph 
 Payne, the first Professor of the Science and Art of Edu- 
 cation in the College of Preceptors, London, England. 
 With portrait. 16mo, 350 pp., English cloth, with gold 
 back stamp. Price, $1.00 ; to teachers, 80 cents ; by mail, 
 7 cents extra. Elegant new edition from new plates. 
 
 Teachers who are seeking to 
 know the principles of education 
 will find them clearly set forth in 
 this volume. It must be remem- 
 bered that principles are the basis 
 upon which all methods of teach- 
 ing must be founded. So valu- 
 able is this book that if a teacher 
 were to decide to own but three 
 works on education, this would 
 be one of them. This edition 
 contains all of Mr. Payne's writ- 
 ings that are in any other Ameri- 
 can abridged edition, and is the 
 only one with his portrait. It is 
 far superior to any other edition 
 published. 
 Joseph Payne. 
 
 WHY THIS EDITION IS THE BEST. 
 (1.) The side-titles. These give the contents of ti e page. 
 (2.) The analysis of each lecture, with reference to the educa- 
 tional points in it. (3.) The general analysis pointing out the 
 three great principles found at the begiiming. (4.) The index, 
 where, under such heads as Teaching, Education, The Child, 
 the important utterances of Mr. Payne are set forth. (5.) 
 Its handy shape, large type, fine paper, and press-work and 
 tasteful binding. All of these features make this a most val- 
 uable book. To obtain all these features in one edition, it 
 was found necessary to get out this new edition. 
 
 Ohio Educational Monthly.— "It does not deal with shadowy theories: 
 it is intensely practical." 
 
 JPhiladelphia Educational News.—" Ought to be in library of every 
 prourressive teacher." 
 
 Educational Courant.— " To know how to teach, more if needed than 
 a knowle(lf?e of the braiicTic^ taught. This is especially vaiuable." 
 
 Pennsylvania Journal of Education.—" Will be of practical value to 
 Normal Schools and Instituteti«" 
 
SEND ALL ORDERS TO 
 
 E. L. KELLOGG & CO., NEW YORK & CHICAGO. 11 
 
 Tates Tbi/osopby of Education. 
 
 The Philosophy of Education. By T. Tate. Revised and 
 Annotated by E. E. Sheeb, Ph.D., Principal of the Louis- 
 iana State Normal School. Unique cloth binding, laid 
 paper, 331 pp. Price, $1.50 ; to teachers, $1.20 ; by mail, 7 
 cents extra. 
 There are few books that deal with the Science of Educa- 
 tion. This volume is the work of a man who said there were 
 j?reat principles at the bottom of the work of the despised 
 schoolmaster. It has set many a teacher to thinking, and in 
 its new form will set many more. 
 
 Our edition will be found far superior to any ether in every 
 respect. The annotations of Mr. Sheib are invaluable. The 
 more important part of the book are emphasized by leading 
 the type. The type is clear, the size convenient, and print- 
 ing, paper, and binding are most excellent. 
 
 Mr. Philbrickso long superiutendent of the Boston schools hold this 
 work in high esteem. 
 
 Col. F. W. Parker strongly recommends it. 
 
 Jos. MacAlister, Supt. Public Schools, Philadelphia, says :— " It is one 
 of the first books which a teacher deserves of undei-standing the scien- 
 tific principles on which his work rests should study." 
 
 S. A. Ellis, Supt. of Schools, Kochester N. Y. says :— " As a pointed and 
 judicious statement of principles it has no superior." 
 
 Thos. M. Balliet, Supt. of Schools^ Reading. Pa., says :—" The work 
 is a classic on Education." 
 
 J. M. Greenwood, Supt. Schools, Kansas City, says :—" I wish every 
 teacher of our country owned a copy and would read it carefully and 
 thoughtfully." 
 
 Prest. E. A, Sheldon, Oswego Normal Schools, says :— " For more 
 than 20 years it has been our text-book in this subject and I know of no 
 other book so good for the purpose." 
 
 Bridgeport Standard.—" A new generation of thinkers will welcome 
 it ; it has long held the first place in the field of labor which it illus- 
 trates." 
 
 S. W* Journal of Education.— "It deals with fundamental principles 
 and shows how the best educational practice comes from them," 
 
 The Interior.—" The book has long been held in high esteem by 
 thoughtful teachers." 
 
 Popular Educator.— "Has long held a high place among educational 
 works." 
 
 Illinois School Journal.—" It abounds in good things." 
 
 Philadelphia Record.—" Has been ranked among educational classics 
 for more than a quarter of a century." 
 
 Educational News.-" Tate was the first to give ua the mayims from 
 the ' known to the unknown ' etc." 
 
SEND ALL ORDERS TO 
 
 13 E. L. KELLOOO & CO., NEW YORK & CHICAGO. 
 
 Teachers Mamials Series. 
 
 Each is printed in large, clear type, on good paper. Paper 
 
 cover, price 15 cents; to teach- 
 ers, 13 cents; by mail, 1 cent 
 extra. 
 
 There is a need of small vol- 
 umes — "Educational tracts," that 
 teachers can carry easily and study 
 as they have opportunity. The 
 following numbers have been al- 
 ready published. 
 
 It should be noted that while 
 our editions of such of these little 
 books that are not written specially 
 for this series are as low in price 
 as any other, the side-heads, top- 
 ics, and analyses inserted by the 
 editor, as well as the excellent 
 paper and printing, make them 
 far superior in every way to any 
 other edition. 
 
 We would suggest that city super- 
 intendents or conducio7's of institutes 
 
 supply each of their teachers with copies of these little books. Special 
 
 rates for quantities. 
 
 No. I, Fitch's Art of Questioning, 
 
 By J. G. Fitch, M.A., author of " Lectures on Teaching." 38 pp. 
 Already widely known as the most useful and practical essay on this mos' 
 important part of the teachers' lesson-hearing. 
 
 No. 2. Pitch's Art of Securing Attention, 
 
 By J. G. Fitch, M. A. 39 pp. 
 
 Of no less value than the author's " Art of Questioning." 
 
 No. 5. Sidgwick's On Stimulus in School, 
 
 By Arthur Sidgwick, M.A. 43 pp. 
 
 " How can that dull, lazy scholar be pressed on to work up his lessons 
 with a will?" This bright essay will tell how it can be done. 
 
 No. 4. Yonge's Practical Work in School, 
 
 By Charlotte M. Yonge, author of " Heir of Redclyffe," 35 pp. 
 AH who have read Miss Yonge's books will be glad to read or her views 
 on School Work. 
 
 No. 5. Fitch's Improvement in the Art of Teaching, 
 
 By 3. G. Fitch, M.A. 25 pp. 
 
 This thoughtful, earnest essay will bring courage and help to many a 
 teacher who is struggling to do better work. It includes a course of study 
 for Teachers' Training Classes. 
 
 J. G. Fitch, Inspector of the 
 Training Colleges of England. 
 
SEND ALL ORDERS TO 
 
 E. L. KELLOGO & CO., NEW YORK & CHICAGO. 13 
 
 No. 6. Gladstone's Object Teaching. 
 
 By J. H. Gladstone, of the London (Eng.) School Board. 25 pp. 
 A short manual full of practical suggestions on Object Teaching. 
 
 No. y. Huntington' s Unconscious Tuition. 
 
 Bishop Huntington has placed all teachers under profound obligations to 
 him by writing this work. The earnest teacher has felt its earnest spirit, 
 due to its interesting discussion of the foundation principles of education. 
 It is wonderfully suggestive. 
 
 No. 8. Hughes' How to Keep Order. 
 
 By James L. Hughes, author of " Mistakes in Teaching." 
 Mr. Hughes is one of the few men who know what to say to help a young 
 teacher. Thousands are to-day asking, " How shall we keep order ?" 
 Thousands are saying, *' I can teach well enough, but I cannot keep order." 
 To such we recommend this little book. 
 
 No. g. Quick's How to Train the Memorv. 
 
 By Rev. R. H. Quick, author of " Educational Refonners." 
 This book comes from school-room experience, and is not a matter of 
 theory. Much attention has been lately paid to increasing the power of 
 memory. The teacher must make it part of his business to store the 
 memory, hence he must know how to do it properly and according to the 
 laws of the mind. 
 
 No. 10. Hoffman's Kindergarten Gifts. 
 
 By Heinrich Hoffman, a pupil of Froebel. 
 
 The author sets forth very clearly tlie best methods of using them for 
 training the child's senses and power of observation. 
 
 No. II. 'Butler' s Argument for Manual Training. 
 
 By Nicholas Murray Butler, Pres. of N. Y. College for Training of 
 Teachers. 
 A clear statement of the foundation principles of Industrial Education. 
 
 No. 12. Groff's School Hygiene. 
 
 By Pres. G. G. Groff, of Bucknell University, Pa. 
 
 We wish that every teacher could read carefully and put in practice the 
 clearly-stated principles of School Hygiene given in this little book. Care 
 of the eyes, light, ventilation, wells, Avater-closets, etc., are fully- treated, 
 with several illustrations. 
 
 THIS LIST IS CONSTANTLY BEING ADDED TO. 
 
 NOTICES. 
 
 Central School Journal (Iowa.—" The demand is for small books on great 
 subjects." 
 
 S. W. Journal of Education.—" Glad to see such valuable papers in such 
 a cheap form." 
 
 Va. School Journal.—" Teachers' manuals in the broad sense." 
 
 Wisconsin School Journal —" The series are deserving the highest com- 
 m<MKlation." 
 
 Education (Boston).—" Capital little books." 
 
 Science (N. Y. City).—" Contain materials that will prove suggestive to 
 teachers." 
 
 Progressive Teacher.— "Valuable additions to a series already famous." 
 
 School Herald (Chicago).— "We must commend the good judgment in 
 sel<'cting these books." 
 
 Educational Becord (Canada).— " Every progressive teacher ought to 
 b»ve then)." 
 
14 
 
 SEND ALL, ORDERS TO 
 
 E. L. KELLOGG & CO., NEW YORK & CHICAGO. 
 
 JVelcIfs Teachers Psychology. 
 
 A Treatise on the Intellectual Faculties, the Order of the 
 Growth, and the Corresponding Series of Studies by whicli 
 they are Educated. By the late A. S. Welch, Professor of 
 Psychology, Iowa Agricultural College, formerly Pres. of 
 the Mich. Normal School. Cloth, 12mo, 300 pp., $1.25; to 
 teachers, $1; by mail, 12 cents extra. Special terms to 
 Normal Schools and Reading Circles. 
 
 A mastery of the branches to be taught was once thought to be 
 an all-sufficient preparation for teaching. But it is now seen that 
 there must be a knowledge of the mind that is to be trained. 
 Psychology is the foundation of intelligent pedagogy. Prof, 
 Welch undertook to write a book that should deal with mind- 
 unfolding, as exhibited in the 
 school-room. He shows what is 
 meant by attending, memorizing, 
 judging, abstracting, imagining, 
 classifying, etc., as it is done by 
 the pupil over his text-books. First, 
 there is the concept; then there is 
 (1) gathering concepts, (2) storing 
 concepts, (3) dividing concepts, 
 (4) abstracting concepts, (5) build- 
 ing concepts, (6) grouping con- 
 cepts, (7) connecting concepts, 
 (8) deriving concepts. Each of 
 these is clearly explained and il- 
 lustrated ; the reader instead of 
 being bewildered over strange 
 terms comprehends that imagina- 
 tion means a building up of con- 
 cepts, and so of the other terms. 
 A most valuable part of the book 
 is its application to practical education. How to train these 
 powers that deal with the concept — that is the question. There 
 must be exercises to train the mind to gatlier, store, divide, abstract, 
 build, group, connect, and derive concepts. The author shows 
 what studies do this appropriately, and where there are mistakes 
 made in the selection of studies. The book will prove a valuable 
 one to the teacher who wishes to know the structure of the mind 
 and the way to minister to its growth. It would seem that at 
 last a psychology had been written that would be a real aid^ iu- 
 fstead of a hindrance, to clear knowledge. 
 
 Welch. 
 
SEND ALL ORDERS TO 
 
 E. L. KELLOOG & CO., NEW YOEK & CHICAGO. 17 
 
 IVelcb's Talks on Psychology Applied to 
 
 Teaching. By A. S. Welch, LL.D., Ex-Pres. of the Iowa Agricul- 
 tural College at Ames, Iowa. Cloth, 16mo, 136 pp. Price, 50 
 cents; to teacfiers, 40 cents; by mail, 5 cents extra. 
 
 This little book has been written for the purpose of helping the 
 teacher in doing more effective work in the school-room. The instruc- 
 tors in our schools are familiar with the branches they teach, but de- 
 ficient in knowledge of the mental powers whose development they seek 
 to promote. But no proficiency that does not include the study of mind, 
 can ever qualify for the work of teaching. The teacher must comprehend 
 fully not only the objects studied by the learner, but the efforts put forth 
 and in studying them, the effect of these efforts on the faculty exerted, 
 their res-ults in the form of accurate knowledge. Jt is urged by eminent 
 educators everywhere that a knowledge of the branches to be taught, 
 and a kyiowUdge of the mind to be trained thereby, are equally essential 
 to successful teaching. 
 
 WHAT IT CONTAINS. 
 
 Part I.— Chapter 1. Mind Growth and its Helps. Chapter 2.— The Feel- 
 ings. Chapter 3.— The Will and the Spontaneities. Chapter 4.— Sensation. 
 Chapter 5.— Sense Perception, Gathering Concepts. Chapter 6.— Memory 
 and Conception. Chapter 7.— Analysis and Abstraction. Chapter 8.— Im- 
 agination and Classification.— Chapter 9.-- -Judgment and Reasoning, the 
 Thinking Faculties. 
 
 Part II.— Helps to Mind Growth. Chapter 1.— Education and the Means 
 of Attaining it. Chapter 2.— Training of the Senses. Chapter 3.— Reading, 
 Writing, and Spelling. Chapter 4.— Composition, Elementary Grammar, 
 Abstract Arithmetic, etc. 
 
 ***This book, as will be seen from the contents, deals with the subject 
 differently from Dr. Jerome Allen's " Mind Studies for Young Teachers," 
 (same price) recently published by us. 
 
 FROM THOSE WHO HAVE SEEN IT. 
 
 Co. Insp. Dearness, London, Canada.--" Here find it the most lucid and 
 practical introduction to mental science I have ever seen." 
 
 Florida School Journal.—" Is certainly the best adapted and most de- 
 sirable for the mass of teachers." 
 
 Penn. School Journal.— " Earnest teachers will appreciate it." 
 
 Danville, Ind., Teacher and Examiner.— " We feel certain this book has 
 a mission among the primary teachers." 
 
 Iowa Normal Monthly.—" The best for the average teacher." 
 
 Prof. H. H. Seeley, Iowa State Normal School.— "I feel that you have 
 done a very excellent thing for the teachers. Am inclined to think we will 
 use it in some of our classes." 
 
 Science, N. Y.— " Has been written from an educational point of view." 
 
 Education, Boston.—" Aims to help the teacher in the work of the school- 
 room." 
 
 Progressive Teacher.—" There is no better work." 
 
 Ev-Gov. Dysart, Iowa.—" My first thought was, ' What a pity it could not 
 be in the hands of every teacher in Iowa." 
 
18 
 
 SEND ALL ORDERS TO 
 
 E. L. KELLOGG & CO., NEW YOEK <fe CHICAGO. 
 
 Aliens Mind Stiidies for Young Teach- 
 
 EES. By Jehome Allen, Ph.D.. Associate Editor of the 
 School Jouhnai/, Prof, of Pedagogy, Univ. of City of 
 N. Y. 16mo, large, clear tj^pe, 128 pp. Cloth, 50 cents ; to 
 teachers, 40 cents ; by mail, 5 cents extra. 
 
 There are many teachers who 
 know little about psychology, 
 and who desire to be better in- 
 formed concerning its princi- 
 ples, especially its relation to the 
 work of teaching. For the aid 
 of such, this book has been pre- 
 pared. But it is not a psychol- 
 ogy—only an introduction to it, 
 aiming to give some funda- 
 mental principles, together with 
 something concerning the phi- 
 losophy of education. Its meth- 
 od is subjective rather than ob- 
 jective, leading the student to 
 watch mental processes, and 
 draw his own conclusions. It 
 is written in language easy to 
 be comprehended, and has many 
 Jerome Allen, Ph.D., Associate Editor prfictical illustrations. It will 
 of the Journal and Institute. aid the teacher in his daily work 
 in dealing with mental facts and states. 
 
 To most teachers psychology seems to be dry. This book shows 
 how it may become the most interesting of all studies. It also 
 shows how to begin the knowledge of self. " We cannot know 
 in others what we do not first know in ourselves." This is tlic 
 key-note of this book. Students of elementary psychology will 
 appreciate this feature of " Mind Studies." 
 ITS CONTENTS. 
 
 CHAP. 
 
 I. How to Study Mind. 
 II. Some Facts in Mind Growth. 
 
 III. Development. 
 
 IV. Mind Incentives. 
 V. A few Fundamental Principles 
 
 Settled. 
 VI. Tempei'aments. 
 VH. Training? of the Senses. 
 VIII. Attention. 
 IX. Perception. 
 X. Abstraction. 
 
 XI. Faculties used in Abstract 
 Thinking. 
 
 CHAP. 
 
 XII. From the SubjectiTe to the 
 Conceptive. 
 
 XIII. The Will. 
 
 XIV. Diseases of the Will. 
 XV. Kinds of Memory. 
 
 XVI. The Sensibilities. 
 XVII. Relation of the Sensibilities 
 
 to the Will. 
 XVITI. Training of the Sensibilities. 
 XIX. Relation of the Sensibilities 
 
 to Morality. 
 XX. The Imagination. 
 XXI. Imagination in its Maturity. 
 XXII, EduQatipn of tjie Moral Sense. 
 
SEND AI-L OKDERR TO 
 
 20 E. L. KELLOGG & CO., NEW YORK & CHICAGO. 
 
 Tere^s First Three Years of Childhood. 
 
 An Exhaustive Study of the Psychology of Children. By 
 Bernahd Perez. Edited and translated by Alice M. Christie, 
 translator of " Child and Child Nature," with an introduction by 
 James Sully, M.A., author of "Outlines of Psychology," etc. 
 12mo, cloth, 324 pp. Price, $1.50 : to teachers, $1.20 ; by mail, 10 
 cents extra. 
 This is a comprehensive treatise on the psychology of childhood, and 
 is a practical study of the human mind, not full formed and equipped 
 with knowledge, but as nearly as possible, ab origine — before habit, 
 environment, and education have asserted their sway and made their 
 permanent modifications. The writer looks into all the phases of child 
 activity. He treats exhaustively, and in bright Gallic style, of sensa- 
 tions, instincts, sentiments, intellectual tendencies, the will, the facul- 
 ties of aesthetic and moral senses of young children. He shows how 
 ideas of truth and falsehood arise in little minds, how natural is imita- 
 tion and how deep is credulity. He illustrates the development of im- 
 agination and the elaboration of new concepts through judgment, 
 abstraction, reasoning, and other mental methods. It is a book that 
 has been long wanted by all who are engaged in teaching, and especially 
 by all who have to do with the education and training of children. 
 
 This edition has a new index of special value, and the book is care- 
 fully printed and elegantly and durably bound. Be sure to get our 
 standard edition. 
 
 OUTLINE OF CONTENTS. 
 
 CHAP. 
 
 I. Faculties of Infant before Birth 
 — First Impression of New- 
 born Child. 
 II. Motor Activity at the Begin- 
 ning of Life— at Six Months — 
 — at Fifteen MontJis. 
 
 III. Instinctive and Emotional Sen- 
 
 sations—First Perceptions. 
 
 IV. General and Special Instincts. 
 V. The Sentiments. 
 
 VI. Intellectual Tendencies— Ver- 
 
 acitv— Imitation— Credulity. 
 VII. The Will. 
 
 VIII. Faculties of Intellectual Acqui- 
 sition and Retention— Atten- 
 tion— Memory. 
 
 Col. Francis W. Parker, Principal Cook County Normal and Training 
 School, Chicago, says:— "I am glad to see that you have published Perez's 
 wonderful work upon childhood. I shall do all lean to get everybody to read 
 it. It is a grand work." 
 
 John Ba43COm, Pres. Univ. of Wisconsin, says:—" A work of marked 
 interest." 
 
 G. Stanley Hall, Professor of Psycliology and Pedagogy, Johns Hopkins 
 Univ., says:— "I esteem the work a very valuable on^ for primary and kin- 
 dergarten teachers, and for all interested in the psychology of childhood." 
 And many other strong commendations. 
 
 CHAP. 
 
 IX. Association of Psychical States 
 — Association — imagination. 
 X. Elaboration of Ideas— Judg- 
 ment — Abstraction — Com- 
 parison — Generalization — 
 Reasoning— Errors and Allu- 
 sions— EiTors and Allusions 
 Owing to Moral Causes. 
 
 XI. Expression and Language. 
 
 XII. .(Esthetic Senses — Musical 
 Sense — Sense of Material 
 Beauty — Constructive In- 
 stinct—Dramatic Instinct. 
 XIII. Personalty — Reflection -Moral 
 Seiise. 
 
SEND Alili ORDERS TO 
 
 E. L. KELLOGG db CO., NEW YORK & CHICAGO. 21 
 
 Parkers Talks on Teaching, 
 
 Notes of " lalks on Teaching" given by CoL. Francis W. 
 Parker (formerly Superintendent of schools of Quincy, 
 Mass.), before the Martha's Vineyard Institute, Summer 
 of 1882. Reported by Lelia E. Patridge. Square 16mo, 
 5x6 1-3 inches, 192 pp., laid paper, English cloth. Price, 
 $1.25 ; fo teachers, $1.00 ; by mail, 9 cents extra. 
 The methods of teaching employed in the schools of Quincy, 
 Mass. , were seen to be the methods of nature. As they were 
 copied and exjilained, they awoke a great desire on the part 
 of those who could not visit the schools to know the underly- 
 ing principles. In other words. Colonel Parker was asked to 
 explain why he had his teachers teach thus. In the summer 
 of 1882, in response to requests, Colonel Parker gave a course 
 of lectures before the Martha's Vineyard Institute, and these 
 were reported by Miss Patridge, and published in this book. 
 
 The book became famous ; 
 more copies were sold of it in 
 the same time than of any 
 other educational book what- 
 ever. The daily papers, which 
 usually pass by such books 
 with a mere mention, devoted 
 columns to reviews of it. 
 
 The following points will 
 show why the teacher will 
 want tliis book. 
 
 1. It explains the " New 
 Methods." There is a wide 
 gulf between the new and the 
 old education. Even school 
 boards understand this. 
 
 2. It gives the underlying 
 principles of education. For it 
 
 must be remembered that Col. Parker is not expounding Ms 
 methods, but the methods of nature. 
 
 3. It gives the ideas of a man who is evidently an ** educa- 
 tional genius," a man born to understand and expound educa- 
 tion. We have few such ; they are worth everything to the 
 human race. 
 
 4. It gives a biography of Col. Parker. This will help the 
 teacher of education to comprehend the man and his motives. 
 
 5. It has been adopted bv nearly every State Reading Circle. 
 
SEND Alili ORDERS TO 
 
 E, L. KELLOGG & CO., NEW YORK <fc CHICAGO. 23 
 
 The Tractical Teacher . 
 
 Writings of Francis W. Parker, Principal of Cook Co. 
 
 Normal School, 111. , and other educators, among which is 
 
 Joseph Payne's Visit to German Schools, etc. 188 large 
 
 8vo pages, 7KxlOX inches. Cloth. Price, $1.50; to 
 
 teachers, $1.30 ; by mail, 14 cents extra. New edition in 
 
 paper cover. Price, 75 cents ; to teachers, 60 cents ; by 
 
 mail, 8 cents extra. 
 
 These articles contain many things that the readers of the 
 
 *' Talks on Teaching" desired light upon. The space occupied 
 
 enabled Col. Parker to state himself at the length needed for 
 
 clearness. There is really here, from his pen (taking out the 
 
 writings of others) a volume of 830 pages, each page about the 
 
 size of those in "Talks on Teaching." 
 
 1. The writings in this volume are mainly those of Col. F. 
 W. Parker, Principal of the Cook County Normal School. 
 
 2. Like the " Talks on Teaching" so famous, they deal with 
 the principles and practice of teaching. 
 
 3. Those who own the " Talks" will want the further ideas 
 from Col. Parker. 
 
 4. There are many things in this voliune written in reply to 
 inquiries suggested in " Talks." 
 
 5. There is here really 750 pages of the size of those in 
 " Talks." " Talks " seUs for $1.00. This for $1.20 and 14 cents 
 for postage. 
 
 6. Minute suggestions are made pertaining to Reading, 
 Questions, Geography, Numbers, History, Psychology, Peda-- 
 gogics, Clay Modeling, Form, Color, etc. 
 
 7. Joseph Payne's visit to the German schools is given in 
 full ; everything from his pen is valuable. 
 
 8. The whole book has the breeze that is blowing from the 
 New Education ideas ; it is filled with Col. Parker's spirit. 
 
 PARTIAL LIST OF CONTENTS- 
 
 Beginnings. Reading— laws and principles ; Ruling Slates : Number 
 and Arithmetic; Geography; Moulding; History; Psychology; Peda- 
 gogics; Examinations; Elocution; Questioning on Pictures; on Flow- 
 ers ; on Leaves ; Rules in Language : Answers to questions respecting 
 the Spelling-Book ; List of Children's Books on History ; The Child's 
 Voice; Ideas before Words; Description of Pictures; Teaching of 1; 
 of 2; of 3; of 4; etc.; Form and Color; Breathing Exercises; Paper 
 Folding ; v erbatim report of lessons given in Cook Co. Normal School. 
 Busy Work ; Answers to Questions in Arithmetic, etc. ; Why teachers 
 drag out a monotonous existence; Teaching of language to children; 
 Supplementary Reading— list of books ; Structural Geography ; I/etters 
 from Germany ; Hand and Eye Training ,• Clay Modeling ; List of Edu- 
 cational Works ; Joseph Payne'^ visit to German Schools, etc., etc. 
 
24 E. L. KELLOGG & CO., NEW YORK & CHICAGO, 
 
 Fitch's Lectures on Teacbing. 
 
 Lectures on Teaching. By J. G. Fitch, M.A., one of Her 
 Majesty's Inspectors of Schools. England. Cloth, 16mo, 
 395 pp. Price, $1.25 ; to teachers, $1.00 ; by mail, postpaid. 
 Mr. Fitch takes as his topic the application of principles to 
 the art of teaching in schools. Here are no« vague and gen- 
 (n-al propositions, but on every page we find the problems of 
 the school-room discussed with definiteness of mental grip. 
 No one who has read a single lecture by this eminent man 
 but will desire to read another. The book is full of sugges- 
 tions that lead to increased power. 
 
 1. These lectures are highly prized in England. 
 
 2. There is a valuable preface by Thos. Hunter, President 
 of N. Y. City Normal CoUege. 
 
 3. The volume has been at once adopted by several State 
 Reading Circles. 
 
 EXTRACT FROM AMERICAN PREFACE. 
 '* Teachers everywhere among English-speaking people have hailed 
 Mr. Fitch's work as an invaluable aid for almost every kind of instruc- 
 tion and school organization. It combines the theoretical and the prac- 
 tical ; it is based on psychology ; it gives admirable advice on every- 
 thing connected with teaching— from the furnishing of a school-room 
 to the preparation of questions for examination. Its style is singularly 
 clear, vigorous and harmonious." 
 
 Chicago Intelligence.— " All of its discussions are based on sound 
 psychological principles and give admirable advice." 
 
 Virginia Edncational Journal.— " He tells what he thinks so as to 
 be helpful to all who are striving to improve." 
 
 Lynn Evening Item.—" He gives admirable advice." 
 
 Philadelphia Record.—" It is not easy to imagine a more useful vol- 
 ume." 
 
 Wilmington Every Evening.—" The teacher will find in it a wealth 
 of help and suggestion." 
 
 Brooklyn Jonrnal.— " His conception of the teacher is a worthy ideaJ 
 for all to bear in mind." 
 
 New England Journal of Education : " This is eminently the work oi 
 a man of wisdom and experience. He takes a broad and comprehensive 
 view of the work of the teacher, and his suggestions on all topics are 
 worthy of the most careful consideration." 
 
 Brooklyn Eagle : " An invaluable aid for almost every kind of in- 
 struction and school organization. It combines the theoretical and the 
 practical ; it is based on psychology ; it gives admirable advice on every- 
 thing connected with teaching, from the furnishing of a school-room to 
 the propai-ation of questions for examination." 
 
 Toledo Blade : " It is safe to say, no teacher can lay claim to being 
 well informed who has not read this admirable work. Its appreciation 
 is shown by its adoption by several State Teachers' Reading Circles, as 
 a work to be thoroughly read by its members." 
 
BJiNi) ALL OllDilUS TO 
 
 E. L. KELLOGG & CO., NEW YORK & CHICAGO. 25 
 
 Curries Early Education. 
 
 " The Principles and Practice of Early and Infant School 
 Education." By James Currie, A. M., Prin. Church of 
 Scotland Training College, Edinburgh. Author of 
 " Common School Education," etc. With an introduction 
 by Clarence E. Meleney, A. M., Supt. Schools, Paterson, 
 N. J. Bound in blue cloth, gold, 16mo, 290 pp. Price, 
 $1.25 ; to teachers, $i.oo ; by mail, 8 cents extra. 
 
 WHY THIS BOOK IS VALUABLE. 
 
 1. Pestalozzi gave New England its educational supremacy. 
 The Pestalozzian wave struck this coimtry more than forty 
 
 years ago, and produced a mighty shock. It set New Eng- 
 land to thinking. Horace Mann became eloquent to help on 
 the change, and went up and down Massachusetts, urging in 
 earnest tones the change proposed by the Swiss educator. 
 What gave New England its educational supremacy was its 
 reception of Pestalozzi's doctrines. Page, Philbrick, Barnard 
 were all his disciples. 
 
 2. It is the work of one of the best expounders of Pes- 
 talozzi. 
 
 Forty years ago there was an upheaval in education. Pes- 
 talozzi's words were acting like yeast upon educators ; thou- 
 sands had been to visit his schools at Yverdun, and on their 
 return to their own lands had reported the wonderful scenes 
 they had witnessed. Rev. James Currie comprehended the 
 movement, and sought to introduce it. Grasping the ideas of 
 this great teacher, he spread them in Scotland ; but that 
 country was not elastic and receptive. Still, Mr. Currie's 
 presentation of them wrought a great change, and he is to be 
 reckoned as the most powerful exponent of the new ideas in 
 Scotland. Hence this book, which contains them, must be 
 considered as a treasure by the educator. 
 
 3. This volume is really a Manual of Principles of Teaching. 
 It exhibits enough of the principles to make the teacher 
 
 intelligent in her practice. Most manuals give details, but no 
 foundation principles. The first part lays a psychological 
 basis — the only one there is for the teacher ; and this is done 
 in a simple and concise way. He declares emphatically that 
 teaching cannot be learned empirically. That is, that one can- 
 not watch a teacher and see liow he does it, and then, imitat- 
 ing, claim to be a teacher. The principles must be learned. 
 
 4. It is a Manual of Practicejn Teaching. 
 
SEND ALL ORDfiRS TO 
 
 E. L. KELLOGG & CO., NEW YOBK & CHICAGO. 27 
 
 Hughes' 
 
 0\4istakes in 
 
 Teaching. 
 
 By James J. Hughes, Inspector of Schools, Toronto, Canada. 
 Cloth, IGmo, 115 pp. Price, 50 cents; to teachers, 40 cents; 
 by mail, 5 cents extra. 
 
 Thousands of copies of the old 
 edition have been sold. The new 
 edition is worth double the old; 
 the material has been increased, 
 restated, and greatly improved. 
 Two new and important Chapters 
 have been added on "Mistakes in 
 Aims," and "Mistakes in Moral 
 Training." Mr. Hughes says in his 
 preface: "In issuing a revised edi- 
 tion of this book, it seems fitting to 
 acknowledge gratefully the hearty 
 appreciation that has been accorded 
 it by American teachers. Realiz- 
 ing as I do that its very large sale 
 indicates that it has been of service 
 to many of my fellow-teachers, I 
 have recognized the duty of enlarg- 
 ing and revising it so as to make it 
 still more helpful in preventing 
 of the common mistakes in teaching 
 and training." 
 
 This is one of the six books recommended by the N. Y. State 
 Department to teachers preparing for examination for State cer- 
 titicates. 
 
 CAUTION. 
 
 Our new authorized copyright edition, entirely rewritten hy 
 the autluyr, is tlie only one to buy. It is beautifully printed (lua 
 handsomely bound. Get no other. 
 
 CONTENTS OF OUR NEW EDITION. 
 
 Chap. I. 7 Mistakes in Aim. 
 Chap. II. 21 Mistakes in School Management. 
 Chap. III. 24 Mistakes in Discipline. 
 Chap. IV. 27 Mistakes in Method. 
 Chap. V. 13 Mistakes in Moral Training. 
 Cliaps. I. and V. are entirely f-no. 
 
 -^^ ^ 
 
 James L Hughes. Inspector 
 Schools, Toronto, Canada. 
 
SEND ALL ORDERS TO 
 
 28 E. L. KELLOGG & CO., NEW YORK & CHICAGO. 
 
 Chapter II. hits the mark. The titles are: 
 
 Mistake 8. To neglect details of man- 
 agement. 
 9. To omit yard supervision. 
 
 10. To abstain from playing with 
 
 children. 
 
 11. To stand too near the class. 
 
 12. To take hold of a pupil to put him 
 
 in line. 
 
 13. To give many demerit marks. 
 
 14. Toceusure trifling errors severely. 
 
 15. To complain or grumble much. 
 
 16. To keep pupils in at recess. 
 
 17. To invoke higher authority. 
 
 18. To confound giving evidence with 
 
 talebearing. 
 
 19. To be late. 
 
 20. To be careless about personal 
 
 habits. 
 
 21. To sit much while teaching. 
 
 22. To give commands instead of 
 
 suggestions. 
 
 23. To allow pupils to be frequently 
 
 troublesome without notifying 
 their parents. 
 
 24. To annoy parents. 
 
 25. To show temper in dealing with 
 
 parents. 
 
 26. To dispute with an angry parent 
 
 before the class. 
 
 27. To make spiteful remarks about 
 
 parents. 
 
 28. To neglect opportunities for 
 
 arousing interest of parents in 
 school enterprises. 
 
 COMMENDATIONS. 
 
 The Schoolmaster (England).—" His ideas are clearly presented." 
 
 Boston Journal of Education.— " Mr. Hughes evidences a thorough 
 study of the philosophy of education. We advise every teacher to invest 
 50 cents in the purchase of this useful volume." 
 
 New York School Journal.—" it will help any teacher to read this book." 
 
 Chicago Educational Weekly.—" Only long expeiience could furnish 
 the author so fully with materials for sound advice." 
 
 Penn. Teacher's Advocate.—" It is the most readable book w^e have seen 
 lately." 
 
 Educational Journal ofVirginia.— " We know no book that contains so 
 many valuable suggestions." 
 
 Ohio Educational Monthly,—" It contains more practical hints than any 
 book of its size known to us." 
 
 Iowa Central School Journal.—" We know of no book containing more 
 valuable suggestions." 
 
 School Bulletin, N. Y.— " It was officially adopted as a text-book for the 
 county institutes of Iowa, and is well adapted lor the purpose, furnishing 
 matter for discussion and emphasis." 
 
 Louisiana Journal of Education.—" We can imagine no surer way of 
 becoming perfect than by avoiding the mistakes of others." 
 
 Educational Record.—" The teacher who has not read it should get a 
 copy at once." 
 Western (Kansas) School Journal.—" Full of practical suggestions." 
 Central (Iowa) School Journal.—" This is a famous book." 
 Education.— " Only long experience could furnish materials for such 
 sound advice." 
 
 Educational Crescent.— "A real genial, kindly friend, suggesting, help- 
 ing, encouraging." 
 C. B. Marine, Co. Supt., Iowa.—" One of the best books published." 
 A. B. Fifleld, Princ. New Haven.—" I can testify to the genuine worth of 
 the book." 
 
SBND ALL Ont)ERS TO 
 
 R L. KELLOOG & CO., NEW YORK d CHTCAOO. 29 
 
 Hughes Securing and Retaining Atten- 
 
 TioN. By James L. Hughes, Inspector Schools, Toronto, 
 Canada, author of "Mistakes in Teaching." Cloth, 116 pp. 
 Price, 50 cents; to teachers, 40 cents; by mail, 5 cents extra. 
 
 This valuable little book has already become widely known to 
 American teachers. Our new edition has been almost eniireli) 
 re-written, and several new important chapters added. It is the 
 only AUTHORIZED COPYRIGHT EDITION. Gaution. — Buy no other. 
 
 WHAT IT CONTAINS. 
 
 I. General Principles; 11. Kinds of Attention; III. Characteristics of Good 
 Attention; IV. Conditions of Attention; V. Essential Characteristics of the 
 Teacher in Securing and Retaining Attention; VI. How to Control a Class; 
 VII. Methods of Stimulating and Controlling a Desire for Knowledge; VIII. 
 How to Gratify and Develop the Desire for Mental Activity; IX. Distracting 
 Attention; X. Training the Power of Attention; XI. General Suggestions 
 regarding Attention. 
 
 TESTIMONIALS. 
 
 S. P. Bobbins, Pres. McGill Normal School. Montreal, Can., writes to Mr. 
 Hughes:—'* It is quite superfluous for me to say that your little books are 
 admirable. I was yesterday authorized to put the ' Attention ' on the list 
 of books to be used in the Normal School next year. Crisp and attractive 
 in style, and mighty by reason of its good, sound common-sense, it is a 
 book that every teacher should know," 
 
 Popular Educator (Boston):—" Mr. Hughes has embodied the best think- 
 ing of \t& life in these pages," 
 
 Central School Journal (la.).—" Though published four or five years 
 since, this book has steadily advanced in popularity." 
 
 Educational Courant (Ky.).—" It is intensely practical. There isn't a 
 mystical, muddy expression in the book." 
 
 Educational Times (England).—" On an important subject, and admir- 
 ably executed." 
 
 School Guardian (England).—" We unhesitatingly recommend it." 
 
 New England Journal of Education.—" The book is a guide and o 
 manual of special value." 
 
 New York School Journal.—" Every teacher would derive benefit from 
 reading this volume." 
 
 Chicago Educational Weekly.— " The teacher who aims at best suc- 
 cess should study it." 
 
 Phil. Teacher.—" Many who have spent months in the school-room would 
 
 be benefited by it." 
 Maryland School Journal.—" Always clear, never tedious." 
 Va. Ed, Journal.—" Excellent hints as to securing attention." 
 Ohio Educational Monthly.—" We advise readers to send for a copy." 
 Pacific Home and School Journal.-" An excellent little manual." 
 Prest. James H. Hoose, State Normal School, Cortland, N. Y., says:— 
 
 "The book must prove of great benefit to the profession." 
 Supt. A. W. Edson, Jersey City, N. J., says:—" A good treatise has long 
 
 been needed, and Mr. Hughes has supplied the want." 
 
SiCiNO ALL (iRokus 'i'O 
 
 E. L. KELLOOG & CO., NEW YORK & CHICAGO. 31 
 
 Dewey s How to Teach Manners in the 
 
 School-Room. By Mrs. Julia M. Dewey, Priucipal of the 
 Normal School at Lowell, Mass., formerly Siipt. of Schools 
 at Hoosick Falls, N. Y. Cloth, 16mo, 104 ])p. Price, 50 
 cents; to teacJiers, 40 cents; by mail, 5 cents extra. 
 Many teachers consider the manners of a pupil of little impor- 
 tance so long as he is industrious. But the boys and girls are to 
 be fathers and mothers; some of the boys will stand in places of 
 importance as professional men, and they will carry the mark of 
 ill-breeding all their lives. Manners can be taught in the school- 
 room: they render the school-room more attractive; they banish 
 tendencies to misbehavior. In this volume Mrs. Dewey has shown 
 how manners can be taught. The method is to present some fact 
 of deportment, and then lead the children to discuss its bearings; 
 thus they learn why good manners are to be learned and practised. 
 The printing and binding are exceedingly neat and attractive." 
 
 OUTLINE OF CONTENTS. 
 
 Introduction. 
 
 General Directions. 
 
 Special Directions to Teachers. 
 
 Lessons on Manners for Youngest 
 
 Pupils. 
 Lessons on Manners — Second Two 
 
 Years. 
 Manners in School— First Two Years. 
 
 " " Second '* 
 
 Mannei-s at Home— First " 
 
 " *' Second " 
 
 Manners in Public— First " 
 
 " Second " 
 
 Table Manners— First Two Years. 
 
 '• " Second 
 
 Lessons on Manners for Advanced 
 
 Pupils. 
 Manners in School. 
 Personal Habits 
 Manners in Public. 
 Table Manners. 
 Manners in Society. 
 Miscellaneous Items. 
 Practical Traininpr in Manners. 
 Suggestive Stories, Fables, Anec- 
 dotes, and Poems. 
 Memory Gems. 
 
 Central School Journal.— "It furnishes illustrative lessons." 
 Texas School Journal.—" They (the pupils) will cany the mark of ill- 
 breeding all their lives (uule.ss taught otherwise)." 
 
 Pacific Ed. Journal.—" Principles are enforced by anecdote and conver- 
 sation." 
 Teacher's Exponent.— "We believe such a book will be very welcome." 
 National Educator.— " Common-sense suggestions." 
 Ohio Ed. Monthly.—" Teachers would do well to get it." 
 Nebraska Teacher.—" Many teachers consider manners of little im- 
 portance', but some of the boys will stand in places of importance." 
 School Educator.— "The spirit of the author is commendable." 
 School Herald.—" These lessons are full of suggestions." 
 Va. School Journal. — "Lessons furnished in a delightful style." 
 Miss. Teacher. —" The best presentation we have seen." 
 Ed. Courant. — " It is simple, straightforward, and plain." 
 Iowa Normal Monthly.—" Practical and well-arranged lessons on man- 
 ners." 
 
 Progressive Educator.— "Will piove to be most helpful to the teacher 
 who desires her pupils to be well-muiniered." 
 
I^SSND ALL ORDBIIS TO 
 
 32 E. L. KELLOGG & CO.. NEW YORK & CHICAGO, 
 
 Johnsons Education by T)ain g. 
 
 Education by Doing : A Book of Educative Occupations 
 
 for Children in School. By Anna Johnson, teacher to 
 
 the Children's Aid Schools of New York City. With a 
 
 prefatory note by Edward R. Shaw, of the High School of 
 
 Yonkers, N. Y. Handsome red cloth, gilt stamp. Price, 
 
 75 cents ; to teachers, 60 cents ; by mail, 5 cents extra. 
 
 Thousand of teachers are asking the question : " How can I 
 
 keep my pupils profitably occupied?" This book answers 
 
 the question. Theories are omitted. Every line is full of 
 
 instruction. 
 
 1. Arithmetic is taught with blocks, beads, toy-money, etc. 
 
 2. The tables are taught by clock dials, weights, etc. 
 
 3. Form is taught by blocks. 
 
 4. Lines with sticks. 
 
 5. Language with pictures. 
 
 6. Occupations are given. 
 
 7. Everything is plain and practical. 
 
 EXTRACT FROM PREFACTORY NOTE. 
 
 " In observing the results achieved by the Kindergarten, educators 
 have felt that Froebel's great discovery of education by occupations 
 must have something for the public schools— that a f virther application 
 of 'the putting of experience and action in the place of books and 
 abstract thinking,' could be made beyond the fifth or sixth year of the 
 child's life. This book is an outgrowth of this idea, conceived in the 
 spirit of the * New Education.' 
 
 " It will be widely welcomed, we believe, as it gives concrete methods 
 of work —the very aids primary teachers are in search of. There has ■ 
 been a wide discussion of the subject of education, and there exists no 
 little confusion in the mind of many a teacher as to how he should im- 
 prove upon methods that have been condemned." 
 
 Supt. J. "W. Skinner, Children's Aid Schools, says:— "It is highly 
 appreciated by our teachers. It supplies a want felt by all." 
 Toledo Blade.—" The need of this book has been felt by teachers." 
 School Education.—" Contains a great many fruitful suggestions." 
 Christian Advance.— " The method is certainly philosophical." 
 Va. Ed. Journal.—" The book is an outgrowth of Froebel's idea." 
 Fhiladelpliia Teacher.—" The book is full of practical information." 
 Iowa Teacher.— "Kellogg's books are all good, but this is the best 
 for teachers. 
 The Educationist.—" We regard it as very valuable." 
 School Bulletin.—" We think well of this book " 
 Chicago Intelligence.—" Will be found^a very serviceable book." 
 
SEND ALL OllDfeRS TO 
 
 , E. L, KELLOGG <& CO., NEW YORK & CHICAGO. 33 
 
 Vatridges " QtUncy [Methods!' 
 
 The " Quincy Methods," illustrated ; Pen photographs from 
 the Quincy schools. By Lelia E. Patridge. Illustrated 
 with a number of engravings, and two colored plates. 
 Blue cloth, gilt, 12mo, 686 pp. Price, $1.75 ; to teachers^ 
 $1.40 ; by mail, 13 cents extra. 
 "When the schools of Quincy, Mass., became so famous 
 under the superintendence of Col. Francis W. Parker, thou- 
 sands of teachers visited them. Quincy became a sort of 
 " educational Mecca," to the disgust of the routinists, whose 
 schools were passed by. Those who went to study the 
 methods pursued there were called on to tell what they had 
 seen. Miss Patridge was one of those who visited the schools 
 of Quincy ; in the Pennsylvania Institutes (many of which 
 she conducted), she found the teachers were never tired of 
 being told how things were done in Quincy. She revisited 
 the schools several times, and wrote down what she saw ; then 
 the book was made. 
 
 1. This book presents the actual practice in the schools of 
 Quincy. It is composed of " pen photographs." 
 
 2. It gives abundant reasons for the great stir produced by 
 the two words " Quincy Methods." There are reasons for the 
 discussion that has been going on among the teachers of late 
 years. 
 
 3. It gives an insight to principles underlying real educa- 
 tion as distinguished from book learning. 
 
 4. It shows the teacher not only what to do, but gives the 
 way in which to do it. 
 
 5. It impresses one with the spirit of the Quincy schools. 
 r». It shows the teacher how to create an atmosphere of hap- 
 piness, of busy work, and of progress. 
 
 7. It shows the teacher how not to waste her time in worry- 
 ing over disorder. 
 
 8. It tells how to treat pupils with courtesy, and get cour- 
 tesy back again. 
 
 9. It presents four years of work, considering Number, 
 Color, Direction, Dimension, Botany, Minerals, Form, Lan- 
 guage, Writing, Pictures, Modelling, Drawing, Singing, 
 Geography, Zoology, etc. , etc. 
 
 10. There are 686 pages; a large book devoted to the realities 
 of school life, in realistic descriptive language. It is plain, 
 real, not abstruse and uninteresting. 
 
 11. It gives an insight mto real education, the education 
 urged by Pestalozzi, Froebeli Mann, Page, Parker, etc. 
 
SEND ALL ORDERS TO 
 
 E. L. KELLOGG & CO., NEW YOBIC c& CHICAGO. 35 
 
 Shaw and T)onneWs School Devices. 
 
 " School Devices." A book of ways and suggestions for teachers. 
 By Edward R. Shaw and Webb Donnele, of the High School at 
 Yonkers, N. Y. Illustrated. Dark-blue cloth binding, gold, 
 16rao, 289 pp. Price, SI. 25 ; to teachers, $1.00 ; by mail, 9 cents 
 extra. 
 
 This valuable book has just been greatly im- 
 proved by the addition of nearly 75 pages of 
 entirely new material. 
 
 IWA BOOK OF "WAYS" FOR TEACHERS...^ 
 
 Teaching is an art ; there are " ways to do it." This book is made 
 to point out " ways," and to help by suggestions. 
 
 1. It gives "ways" for teaching Language, Grammar, Reading, 
 Spelling, Geography, etc. These are in many cases novel; they are 
 designed to help attract the attention of the pupil. 
 
 2. The " ways" given are not the questionable " ways" so often seen 
 practised in school-rooms, but are in accord with the spirit of modem 
 educational ideas. 
 
 3. This book will afford practical assistance to teachers who wish to 
 keep their work from degenerating into mere routine. It gives them, 
 in convenient form for constant use at the desk, a multitude of new 
 ways in which to present old truths. The great enemy of the teacher 
 is want of interest. TJieir methods do not attract attention. There is 
 no teaching unless there is attention. The teacher is too apt to think 
 there is but one "way" of teaching spelling ; he thus falls into a rut. 
 Now there are many "ways" of teaching spelling, and some "ways" 
 are better than others. Variety must exist in the school-room ; "the 
 authors of this volume deserve the thanks of the teachers for pointing 
 out methods of obtaining variety without sacrificing the great end 
 sought— scholarship. New "ways" induce greater effort, and renewal 
 of activity. 
 
 4. The book gives the result of large actual experience in the school- 
 room, and will meet the needs of thousands of teachers, by placing at 
 their command that for which visits to other schools are made, insti- 
 tutes and associations attended, viz., new ideas and fresh and forceful 
 ways of teaching. The devices given under Drawing and Physiology 
 are of an eminently practical nature, and cannot fail to invest these 
 subjects with new interest. The attempt has been made to present 
 only devices of a practical character. 
 
 5. The book suggests "ways" to make teaching effective; it is not 
 simply a book of new "ways," but of "ways" that will produce good 
 results, 
 
SEND ALIi ORDERS TO 
 
 E. L. KELLOGG cfc CO., NKW YORK & CHICAGO. 37 
 
 Seeleys Grubes Method of Teacbino 
 
 ARITHMETIC. Explained and illustrated. Also the im 
 provements on the method made by the followers of 
 Grube in Germany. By Levi Seeley, Ph.D. Cloth, 
 176 pp. Price, $1.00; to teachers 80 cents; by mail, 
 7 cents extra. 
 
 1. It IS A Philosophical 
 Work. — This book has a sound 
 philosophical basis. The child 
 does not (as most teachers seem 
 to think) learn addition, then 
 subtraction, then multiplica- 
 tion, then division; he learns 
 these processes together. Grube 
 saw this, and founded his sys- 
 tem on this fact. 
 
 2. It Follows NaT'jre's 
 Plan. — Grube proceeds to de- 
 veloi) (so to speak) the method 
 by which the child actually be- 
 comes (if he ever does) ac- 
 quainted with 1, 2, 3, 4, 5, etc. 
 This is not done, as some sup- 
 pose, by writing them on a 
 slate. Nature has her method ; 
 she begins witli things; after 
 
 handling two things in certain ways, the idea of two is ob- 
 tained, and so ot other numbers. The chief value of this 
 hook then consists in showing ivhat may he termed the way 
 nature teaches the child number. 
 
 3. It is Valuable to Primary Teachers.— It begins and 
 shows how the child can be tanght 1, then 2, then 3, &c. 
 Hence it is a work especially valuable for the primary teacher. 
 It gives much space to showing how the nimabers up to 10 are 
 taught; for if this be correctly done, the pupil will almost 
 teach himself the rest. 
 
 4. It Can Be Used in advanced Grades.— It discusses 
 methods of teaching fractions, percentage, etc., so that it is a 
 work valuable for all classes of teachers. 
 
 5. It Guides the Teacher's Work. — It shows, for exam- 
 ple, what the teacher can appropriately do the first year, what 
 the second, the third, and the fourth. More than this, it sug- 
 gests work for the teacher she would otherwise omit. 
 
 Taking it altogether, it is the best work on teaching num' 
 her ever published. It isvery handsomely printed and bound. 
 
 DR. LEVI SEELEY. 
 
SEND AI,t. ORDERS TO 
 
 40 E. L. KELLOGO <& CO., NEW YORK & GHICAQO. 
 
 IVoodbuirs Simple Experiments for the 
 
 School-Room. By Prof. John F. Woodhull. Prof, of 
 Natural Science in the College for the Training of Teachers, 
 New York Cit}^ author of "Manual of Home-Made Appa- 
 ratus." Cloth, 16mo. Price, 50 cents; to teachers, 40 cents; 
 by mail, 5 cents extra. 
 This book contains a series of simple, easily-made experiments, 
 to perform which will aid the comprehension of every-day phe- 
 nomena. They are really the very lessons given by the author in 
 the Primary and Grammar Departments of the Model School in 
 the College for the Training of Teachers, New York City. 
 
 The apparatus needed for the experiments consists, for the most 
 part, of such things as every teacher will find at hand in a school- 
 room or kitchen. The experiments are so connected in logical 
 order as to form a continuous exhibition of the phenomena of 
 combustion. ThU book is not a science catechism. Its aim is to 
 train the child's mind in habits of reasoning by experimental 
 methods. 
 
 These experiments should be made in every school of our 
 country, and thus bring in a scientific method of dealing with 
 nature. The present method of cramming children's minds with 
 isolated facts of which they can have no adequate comprehension 
 is a ruinous and unprofitable one. This book points out the 
 method employed by the best teachers in the best schools. 
 
 WHAT IT CONTAINS. 
 
 I. Experiments with Paper. 
 II. " " Wood. 
 
 III. " " a Candle. 
 
 IV. " " Keroseoe. 
 V. Kindling Temperature. 
 
 VI. Air as an Agent in Combustion. 
 VII. Products of Complete " 
 VIII. Cun-ents of Air, etc.— Ventila- 
 IX. Oxygen of tlie Air. [tion. 
 
 X. Chemical Changes. 
 
 In all there are 91 experiments described, illustrated by 35 
 engravings. 
 
 Jas. H. Canfield, Univ. of Kans., Lawrence, says:—" I desire to say most 
 emphatically that the method pursued is the only true one in all school 
 work. Its spirit is admirable, Ws need and must have far more of this 
 instruction." 
 
 J. C. Packard, Univ. of Iowa, Iowa City, says:—" For many years shut up 
 to the simplest forms of illustrative apparatus, I learned that the necessity 
 was a blessing, since so much could be accomplished by home-made ap- 
 paratus—inexpensive and effective." 
 
 Henry R. Russell, Woodbury, N. J., Supt. of the Friends School:— "Ad- 
 mirable little book. It is just the kind of book we need." 
 
 S. T. Button, Supt. Schools, New Haven, Ct.— " Contains just the kind of 
 help teachers need in adapting natural science to common schools." 
 
SEND Alili ORDERS TO 
 
 E. L, KELLOGG & CO., NEW YORK & CHICAGO. 41 
 
 Kelhggs School [Management : 
 
 " A Practical Guide for the Teacher in the School-Room.*' 
 
 By Amos M. Kellogg, A.M. Sixth edition. Revised and 
 
 enlarged. Cloth, 138 pp. Price, 75 cents ; to teachers, 60 
 
 cents ; by mail, 5 cents extra. 
 
 This book takes up the most difficult of all school work, 
 
 viz. : the Government of a school, and is filled with original 
 
 and practical ideas on the subject. It is invaluable to the 
 
 teacher who desires to make his school a " well-governed " 
 
 school. 
 
 1. It suggests methods of awakening an interest in the 
 studies, and in school work. "The problem for the teacher," 
 says Joseph Payne, " is to get the pupil to study." If he can do 
 this he will be educated. 
 
 2. It suggests methods of making the school attractive. 
 Ninety-nine hundredths of the teachers think young people 
 should come to school anyhow ; the wise ones knov/ that a 
 pupil who wants to come to school will do something when 
 he gets there, and so make the school attractive. 
 
 3. Above all it shows that the pupils will be self -governed 
 when well governed. It shows how to develop the process of 
 self-government. 
 
 4. It shows how regular attention and courteous behaviour 
 may be secured. 
 
 5. It has an admirable preface by that remarkable man and 
 teacher. Dr. Thomas Hunter, Pres. N. Y. City Normal College. 
 
 Home and School.—" Is just the book for every teacher who wishes 
 to bo a better teacher." 
 
 Educational Journal.—" It contains many valuable hints." 
 Boston Journal of Education.— " It is the most humane, instructive, 
 orig^inal educational work wc have read in many a day." 
 
 Wis. Journal of Education.—" Commends itself at once by the num- 
 ber of ingenious devices for securing order, industry, and interest. 
 
 Iowa Central School Journal.—" Teachers will find it a helpful and 
 suggestive book." 
 
 Canada Educational Monthly.—" Valuable advice and useful sugges- 
 tions." 
 
 Normal Teacher.—" The author believes the way t« manage is to civ- 
 ilize, cultivate, and refine." 
 
 School Moderator.—" Contains a large amount of valuable reading ; 
 school government is admirably presented." 
 
 Progressive Teacher,— " Should occupy an honored place in every 
 teacher's library." 
 
 Ed. Courant.— " It will help the teacher greatly.' 
 
 V», £d> Journal,—" The author 4f»W8 from a large experience." 
 
SEND ALL ORDERS TO 
 
 E. L. KELLOGG d CO., J^EW YOllK & CHICAGO. 
 
 Autobiography of Froebel. 
 
 Materials to Aid a Compueilension op the Works of the 
 
 Founder of the Kindergarten. ]6mo, large, clear type, 
 
 128 pp. Cloth, 16mo, 50 cents; to teachers, 40 cents; by mail, 5 
 
 cents extra. 
 
 This little volume will be welcomed by all who want to get a good 
 
 idea of Froebel and the kindergarten. 
 
 This volume contains besides the 
 autobiography— 
 
 1. Important dates connected with 
 the kindergarten. 
 
 2. Froebel and the kindergarten 
 system of education by Joseph 
 Payne. 
 
 3. Froebel and his educational 
 work. 
 
 4. Froebel's educational views (a 
 summary). 
 
 In this volume the student of edu- 
 cation will find materials for con- 
 structing, in an intelligent manner, 
 an estimate and comprehension of 
 the kindergart(m. The life of 
 Froebel, mainly by his own hand, is 
 very helpful. In this we sea the 
 working of his mind when a youth; 
 he lets us see how he felt at being 
 misunderstood, at being called a bad 
 boy, and his pleasure when face to face with Nature. Gradually w« 
 see there was crystallizing in him a comprehension of the means that 
 would bring harmony and peace to the minds of young people. 
 
 The analysis of the views of Froebel will be of great aid. We see 
 that there was a deep philosophy in this plain German man ; he wns 
 studying out a plan by which the usually wasted years of younu chil- 
 dren could be made productive. The volume will be of great valne not 
 only to every kindergartner, but to all who wish to understand the 
 philosophy of mental development. 
 
 La. Journal of Education.—" An excellent little work." 
 
 W. Va. School Journal.—" Will be of great value." 
 
 Educational Courant, Ky.— " Ought to have a very extensive circulation 
 
 among the teachers of the country." 
 
 Educational Eecord, Can.— "Ought to be in the hands of every pro- 
 fessional teacher." 
 
 Western School Journal.—" Teachers will find in this a clear account of 
 Froebel's life." 
 
 School Education.— " Froebel tells his own story better than any com- 
 mentator." 
 
 Michigan Moderator.—" Will be of great value to all who wish to under- 
 stand ihe philosophy of mental development." 
 
 Freidrich Froebel. 
 
SEND ALL on DEI! S TO 
 
 E. L. KELLOGG & CO., NEW YORK & CHICAGO. 43 
 
 *_ 
 
 Brownings Educational Theories, 
 
 By Oscar Bkowning, M.xV., of King's College, Cambridge, 
 
 Eng. No. 8 of Reading Circle Library Series. Cloth, IGnio, 
 
 237 pp. Price, 50 cents; to teacliers, 40 cents; by mail, 5 
 
 cents extra. 
 
 This work has been before the public some time, and for a 
 
 general sketch of the History of Education it has no superior. 
 
 Our edition contains several new features, making it specially 
 
 valuable as a text-book for Normal Schools, Teachers' Classes, 
 
 Reading Circles, Teachers' Institutes, etc., as well as the student 
 
 of education. These new features are: (1) Side-heads giving the 
 
 subject of each paragraph; (2) each cha])ter is followed by an 
 
 analysis; (3) a very full neic index; (4) also an appendix on 
 
 "Froebel," and the " American Common School." 
 
 OUTLINE OF CONTENTS. 
 
 I. Education among the Greeks — Music and Gymnastic Theo- 
 ries of Plato and Aristotle; II. Roman Education — Oratory; III. 
 Humanistic Education; IV. The Realists— Ralich and Comcnius; 
 V. The Naturalists — Rabelais and Montaigne; VI. English 
 Humorists and Realists— Roger Ascham and John Milton; VII. 
 Locke; VIII. Jesuits and Jansenists; IX. Rousseau; X. Pes- 
 talozzi; XI. Kant, Fichte, and Herbart; XII. The English Pub- 
 lio- School ; XIII. Froebel ; XIV. The American Common 
 School. 
 
 PRESS NOTICES. 
 
 Ed. Courant. — "Tliis edition surpasses others in its adaptability to gen- 
 eral use." 
 
 Col. School Journal.—"" C'an be used as a text-book in the Ilistojy of 
 Education." 
 
 Pa. Ed. News.— "A volume that can be used as a textbook on tlie His- 
 tory of Jiducatioii." 
 
 School Education, Minn.—" TJepinning with the Greeks, the author pre- 
 sents a brief l>ut clear outline of the leading educational theories down to 
 the present time." 
 
 Ed. Keview, Can.— "A bnoU like tin's, introducing the teacher to the great 
 minds that have worked in the same field, cannot but be a powerful stimulus 
 to hint in his woik." 
 
SEND ALL OEDKES TO 
 
 41 E. L. KELLOGG & CO., 'l^ CLINTON PL ACE, N. Y. 
 
 INDUSTRIAL- 
 EDUCATION^ 
 
 Loves Industrial Education, 
 
 Industrial Education ; a guide to Manual Training. By 
 Samuel G. Love, principal of the Jamestown, (N. Y.) 
 public schools. Cloth, 12mo, 830 pp. with 40 full-page 
 plates containing nearly 400 figures. Price, $1.75 ; to 
 teachers, $1.40 ; by mail, 12 cents extra. 
 1. Industrial Education not understood. Probably the only 
 aian who has wrought out the problem in a practical way is 
 
 Samuel G. Love, the superin- 
 tendent of the Jamestown (N. 
 Y.) schools. Mr. Love has now 
 about 2,4<'0 children in the 
 primary, advanced, and high 
 schools under his charge ; lie 
 is assisted by fifty teachers, so 
 tliat an admirable opportunity 
 was offered. In 1674 (about 
 fourteen years ago) Mr. Love 
 began his experiment ; gradu- 
 ally he introduced one occu- 
 pation, and then another, uiitil 
 at last nearly all the pupils aie 
 following some form of educate 
 ing work. 
 
 2. Why it is demanded. The 
 reasons for introducing it are 
 clearly stated by Mr. Love. It 
 was done because the educa- 
 tion of the books left the pu, 
 nils unfitted to meet the prac- 
 tical problems the world asks them to solve. The world does 
 not have a field ready for the student in book-lore. The state- 
 ments of Mr. Love should be carefully read. 
 
 3. It is an educational hook. Any one can give some 
 formal work to girls and boys. What has been needed has 
 been some one who could find out what is suiied to the little 
 child who is in the *' First Reader," to the one who is in the 
 ** Second Reader," and so on. It must be remembered the 
 effort is not to make carpenters, and type-setters, and dress- 
 makers of boys and girls, but to educate thetn by these occupor 
 tions better than without them- 
 
 =LOVE» 
 
SEND ALL OR DEI! r. TO 
 
 E. L. KELLOGG & CO., NEW YOllK cfi CHICAGO. 43 
 
 — — — — ft_ 
 
 Brownings Educational Theories, 
 
 By Oscar Browning, M.A., of King's College, Cambritlge, 
 
 Eng. No. 8 of Beading Circle Library Series. Cloth, ICnio, 
 
 237 pp. Price, 50 cents; to iea^Jiers, 40 cents; by mail, 5 
 
 cents extra. 
 
 This work has been before the public some time, and for a 
 
 general sketch of the Histor}'- of Education it has no superior. 
 
 Our edition contains several new features, making it specially 
 
 valuable as a text-book for Normal Schools, Teachers' Classes, 
 
 Reading Circles, Teachers' Institutes, etc., as well as the student 
 
 of education. These new features are: (1) Side-heads giving the 
 
 subject of each paragraph; (2) each chai)ter is followed by an 
 
 analysis; (3) a very full neic index; (4) also an appendix on 
 
 "Eroebel," and the "American Common School." 
 
 OUTLINE OF CONTENTS. 
 
 I. Education among the Greeks — Music and Gymnastic Theo- 
 ries of Plato and Aristotle; II. Roman Education — Oratory; 111. 
 Humanistic Education; IV. Hie Realists— Ratich and Comcnius; 
 V. The Naturalists — Rabelais and Montaigne; VI. English 
 Humorists and Realists— Roger Ascham and John Milton; VII. 
 Locke; VIII. Jesuits and Jansenists; IX. Rousseau; X. Pes- 
 talozzi; XI. Kant, Fichte, and Herbart; XII. The English Pub- 
 lio School ; XIII. Froebel ; XIV. The American Common 
 School. 
 
 PRESS NOTICES. 
 
 Ed. Courant.— " This editiou Kurp;isscs others in its adaptabihty to gen- 
 eral use." 
 
 Col. School Journal.— " C'an be used as a text-book in the Ili.stoiy of 
 Education." 
 
 Pa. Ed. News.—" A volume that can be used as a text-book on the His- 
 tory of Education." 
 
 School Education, Minn.—" Bepinninp with the Greeks, the author i)re- 
 sents a brief but clear outline of tlie leading educational theories down to 
 the present time." 
 
 Ed, Review, Can. — "A book like llils. introducinpr the teacher to the great 
 niitids that have worked in the same field, cannot but be a powerful stiniulu^! 
 to him in hi!^ woik." 
 
SEND ALL OEDEES TO 
 
 41 E. L. KELLOGG & CO., 25 CLINTON PL ACE. N. Y, 
 
 ^INDUSTRIAL 
 EDUCATION^ 
 
 Laves Industrial Education, 
 
 Industrial Education ; a guide to Manual Training. By 
 Samuel G. Love, principal of the Jamestown, (N. Y.) 
 public schools. Cloth, 12mo, 830 pp. with 40 full-page 
 plates containing nearly 400 figures. Price, $1.75 ; to 
 teachers, $1.40 ; by mail, 12 cents extra. 
 1. Industrial Education not understood. Probably the only 
 aian who has wrought out the problem in a ])ractical way is 
 
 Samuel G. Love, the superin- 
 tendent of the Jamestown (N. 
 Y.) schools. Mr. Love has now 
 about 2,4''0 children in the 
 primary, advanced, and high 
 schools under his charge ; he 
 is assisted by fifty teachers, so 
 tliat an admirable opportunity 
 was offered. In 1674 (about 
 fourteen years ago) Mr. Love 
 began his experiment ; gradu- 
 ally he introduced one occu- 
 pation, and then another, until 
 at last nearly all the pupils are 
 following some form of educat' 
 ing work. 
 
 2. Why it is demanded. Tlie 
 reasons for introducing it arc 
 clearly stated by Mr. Love. It 
 was done because the educa- 
 tion of the books left the pu, 
 pils unfitted to meet the prac- 
 tical problems the w^orld asks them to solve. The world does 
 not have a field ready for the student in book-lore. The state- 
 ments of Mr. Love should be carefully read. 
 
 3. It is an educational book. Any one can give some 
 formal work to girls and boys. WJiat has been needed has 
 been some one who could find out what is sui/;ed to the little 
 child who is in the *' First Reader," to the one who is in the 
 "Second Reader," and so on. It must be remembered the 
 effort is not to make carpenters, and type-setters, and dress- 
 makers of boys and girls, but to educate them by these occupor 
 tiona better than without them* 
 
 --LOVE' 
 
SEND ALL ORDERS TO 
 
 46 E. L. KELLOGG & CO., NEW YORK <& CHICAGO. 
 
 Leland's Tractical Editcation. 
 
 By Chas. G. Leland, late director of the Public Industrial Art 
 School, Phila., Pa., and author of books on Industrial Education. 
 Cloth, 12mo, 380 pp. Price, $2.00; to teachers, $1.60; by mail, 10 
 cents extra. 
 
 This is a valuable volume on manual training, recently published 
 by Mr. Leland in England. It treats of the development of Memory, 
 the increasing quickness of perception, and training the constructive 
 faculty. 
 
 Mr. Leland was the first person to introduce hidxistrial Art as a 
 branch of education in the public schools of America. The Bureau of 
 Education at Washington, observing the success of his work, employed 
 him in 1862 to write a pamphlet showing how hand- work could be taken 
 or taught in schools and families. It is usual to issue only 15,000 of 
 these pamphlets, but so great was the demand for this that in two years 
 after its issue more than 60,000 were given to applicants. This work 
 will be found greatly enlarged in " Practical Education." Owing to it 
 thousands of schools, classes, or clubs of industrial art were established 
 in England, America, and Austria. As at present a great demand exists 
 for information as to organizing Technical Education, this forms the 
 first part of the work. In it the author indicates that all the confusion 
 and difference of opinion which at present prevails as to this subject 
 may very easily be obviated by simply beginning by teaching the 
 youngest the easiest arts of which they are capable, and by thence 
 gradually leading them on to more advanced work. 
 
 " The basis of Mr. Leland's theory," says a reviewer, " is that before 
 learning, children should acquire the art of learning. It is not enough 
 to fill the memory: memory must first be created. By training children 
 to merely memorize, extraordinary power in this respect is to be attained 
 in a few months. With this is associated exercices in quickness of per- 
 ception, which are at first purely mechanical, and range from merely 
 training the eye to mental arithmetic, and problems in all branches of 
 education. Memory and quickness of perception blend in the develop- 
 ment of the constructive faculties or hand-work. Attention or interest 
 is the final factor inthis system." 
 
 CONTENTS. 
 
 Industrial Art in Education, . . 1 
 Design as a Preparation for In- 
 dustrial Art Work, .... 22 
 General Observations, .... 87 
 On Developing Memory, . . . 120 
 
 On Creating Quickness of Per- 
 ception, 151 
 
 Eye Memory, 185 
 
 On Taking an Interest, .... 214 
 
 Conclusion, 231 
 
 Appendix, 243-272 
 
 Eritish Architect.— "Mr. Leland's book will have a wide circulation. It 
 deals with the whole subject in such a downright practical fashion, and is 
 so much the result of long personal experience and observation, as to render 
 it a veritable mine of valuable suggestions." 
 
 Scottish Educational News.— "It has little of the dryness usually asso- 
 ciated with such books; and no teacher can read its thoughtful pages with- 
 out imbibing many valuable ideas." 
 Chemical News.—" Strongly to be recpmmended." 
 Liverpool Daily Post.—" This valuable little work." 
 
M^iy ALL ORDERS *0 
 
 E. L. KELLOGG & CO., NEW YORK AND CHICAGO. 47 
 
 Shaw's 3\[ational Oiiestion "Book, 
 
 *'The National Question Book." A graded course of 
 study for those preparing to teach. By Edward R. Shaw, 
 Principal of the High School, Yonkers, N. Y., author of 
 "School Devices,' etc Bound in durable English buck- 
 ram cloth, with beautiful side-stamp. 12nio, 400 pp. 
 Price, $1.50 ; net to teachers, postpaid. 
 A new edition of this popular hook is now ready, containing 
 the following 
 
 NEW FEATURES: 
 READING. An entirely new chapter with answers. 
 ALCOHOL and its effects on the body. An entirely new 
 chapter with answers. 
 
 THE PROFESSIONAL GRADE has been entirely re- 
 written and now contains answers to every question. 
 
 This work contains 6,500 Questions and Answers on 24: 
 Different Branches of Study. 
 
 ITS DISTINGUISHING FEATURES. 
 
 1. It aims to make the teacher a better teacher, 
 "How to Make Teaching a Profession" has challenged t' e 
 
 attention of the wisest teacher. It is plain that to accomplish 
 this the teacher must pass from the stage of a knowledge of 
 the rudiments, to the stage of somewhat extensive acquire- 
 ment. There are steps in this movement ; if a teacher will 
 take the first and see what the next is, he will probably go on 
 to the next, and so on. One of the reasons why there has 
 been no movement forward by those who have made this first 
 step, is that there was nothing marked out as a second step. 
 
 2. This book will show the teacher how to go forward. 
 
 In the preface the course of study usually pursued in our 
 best normal schools is given. This proposes four grades; 
 third, second, first, and professional. Then, questions are 
 given appropriate for each of these grades. Answers follow 
 each section. A teacher will use the book somewhat as 
 follows : — If he is in the third grade he will put the questions 
 found in this book concerning numbers, geography, history, 
 grammar, orthography, and theory and practice of teaching 
 to himself and get out the answer. Having done this he will 
 go on to the other grades in a similar manner. In this way 
 he will know aa to his fitnesa to pass an examination tot 
 
SEND AIX ORDERS TO 
 
 48 E, L. KELLOGG & CO., NEW YORK & CHICAGO. 
 
 these grades. The selection of questions is a good one. 
 
 3. It proposes questions concerning teaching itself. 
 
 The need of studying the Art of Teaching is becoming more 
 and more apparent. There are questions that will prove very 
 suggestive and valuable on the Theory and Practice of Educa- 
 tion. 
 
 4. It is a general review of the common school and higher 
 studies. 
 
 Each department of questions is followed by department of 
 answers on same subject, each question being numbered, and 
 answer having corresponding number. 
 
 Arithmetic, 3d grade. English Litemture, 1st grade. 
 
 Geography, 2d and 3d grade. Natural Philosophy, " 
 
 U. S. History, 2d and 3d grade. Algebra, professional grade. 
 
 Grammar, 1st, 2d, and 3d grade. General History, profess, grade. 
 
 Orthography and Orthoepy, 3d grade. 
 Theory and Practice of Teaching, 
 
 Ist, 2d, and 3d grade. 
 Rhetoric and Composition, 2d grade. 
 Physiology, 1st and 2d grade. 
 Bookkeeping, 1st and 2d grade. 
 Civil Government, 1st and 2d grade. 
 Physical Geography, 1st grade. 
 
 5. It is carefully graded into grades corresponding to those 
 into which teachers are usually classed. 
 
 It is important for a teacher to know what are appropriate 
 questions to ask a tliird grade teacher, for example. Exam- 
 iners of teachers, too, need to know what are appropriate 
 questions. In fact, to put the examination of the teacher into 
 a proper system is most important. 
 
 6. Again, this book broadens the field, and will advance 
 education. The second grade teacher, for example, is exam- 
 med in rhetoric and composition, physiology, book-keeping, 
 and civil government, subjects usually omitted. The teacher 
 who follows this book faithfully will become as near as possi- 
 ble a normal school graduate. It is really a contribution to 
 pedagogic progress. It points out to the teacher a road to 
 professional fitness. 
 
 7. It is a useful reference work for every teacher and priv- 
 ate library. 
 
 Every teacher needs a book to turn to for questions, for 
 example, a history class. Time is precious ; he gives a pupil 
 the book saying, * ' Write five of those questions on the black- 
 board ; the class may bring in answers to-morrow." A book, 
 
 Geometry, 
 
 * » 
 
 Latin, 
 
 t t 
 
 Zoology, 
 
 ' 
 
 Astronomy, 
 
 u ( 
 
 Botany, 
 
 ' ' 
 
 Physics, 
 
 ' ' 
 
 Chemistry, 
 
 ( ( 
 
 Geology, 
 
 ,i_^ J 
 
 J.- A. 
 
SEND ALL ORtJERg fO 
 
 E. L. KELLOGG <fe CO., NEW YORK & OHIO AGO. tA 
 
 Sotithwicks Qul^ Manual of the Theory 
 
 AND PkACTICE op TEACHING. By A. p. SoUTHWICK, 
 
 author of " Handy Helps," "Quizzii?m aud Kt'}^," etc. Can- 
 vas binding, 16mo, 132 pp. Price, 75 cents; to teMliers, 60 
 cents; by mail, 6 cents extra. 
 
 Much real aid to all classes of teachers iuri\' be got from a 
 volume like this. To county superintendents, examiners, prin- 
 cipals, it will be specially helpful in suggesting proper questions 
 for examinations. There is more attention every year being 
 given to Theory and Practice of Teaching, once wholly neglected. 
 This is one of the six books recommended by the N. Y. State 
 Department to teachers preparing for an examination in State 
 certilicates. 
 
 THIS VOLUME CONTAINS 
 The following questions on Teaching these subjects: 
 28 questions on Education. 47 questions on Heading. 
 
 67 " Arithmetic. 
 
 21 " Composition. 
 
 3 " Etymology. 
 
 27 " Orthography. 
 
 6 " Natural Science. 
 
 40 " Geography. 
 
 12 " Penmanship. 
 
 58 " Discipline. 
 
 6 " Manual Training. 
 
 Making in all over 500 questions; each question being concisely 
 yet fully answered. 
 
 The answers are printed on the back of the book, numbered to 
 correspond with the questions. 
 
 Ed. Record (Can.).— "To anyone preparing for an examination in profes- 
 sional snbjeets, no better book than this could be found."* 
 
 Can. Ed. Journal.—" Cannot fail to prove of great service to young 
 teachers." 
 
 Neb. Teacher.—" The answers are of sufficient length to be of real 
 service." 
 
 Western School Journal.—" The section on discipline abounds in golden 
 and practical suggestions." 
 
 Pa. School Journal.—" Well-arranged, comprehensive, reliable, and thor- 
 oughly adapted to fulfil its purpose." 
 
 La. Prog. Teacher.— The wisdom of a dozen works boiled down in get-at- 
 able question-aud-answer form." 
 
 Central School Journal. — " A helpmeet to teachers of all grades. Every 
 subject taught in common and liigh schools is treated. It contains 506 
 questions and answers, simple and leading. We recommend the work as 
 one of the best published." 
 
 3 
 
 Natural History. 
 
 2 
 
 Rhetoric. 
 
 13 
 
 ' Literature. 
 
 3 " Psychology. 
 
 24 
 
 Physiology. 
 
 32 
 
 ' History. 
 
 10 
 
 ' Drawing. 
 
 12 
 
 ' Attention. 
 
 54 
 
 ' Miscellaneous. 
 
SSND ALL ORDXIIS TO 
 
 62 E. L. KELLOGG & CO., NEW YORK <& CHICAGO. 
 
 Southwick's Handy Helps, 
 
 Handy Helps. A Manual of Curious and Interesting Infor- 
 mation. By Albert P. Southwick, A.M., Author of 
 '' Quizzism and Its Key," etc. 16mo, cloth, 290 pp. Price, 
 $1.00 ; to teachers y 80 cents ; by mail, 8 cents extra. 
 
 1. This volume contains five hundred questions that are of 
 interest to every reading man and woman in the United 
 States. To hunt up an answer to even one of these would 
 require sometimes days of research. 
 
 2. The volimie will be valuable to the teacher especially, 
 because he is suiTounded with an inquiring set of young 
 beings. For instance, *' What is the origin of the term John 
 Bull ?" If asked this the teacher might be unable to answer 
 it, yet this and many other similar queries are answered by 
 this book. 
 
 Such a volume can be used in the school-room, and it wiU 
 enliven it, for many young people are roused by the questions 
 it contains. Something new can be found in it every day to 
 interest and instruct the school. It is an invaluable aid in 
 oral teaching, unequaled for general exercises, and interesting 
 dull pupils. 
 
 4. It will afford refined entertainment at a gathering of 
 young people in the evening, and really add to their knowl- 
 edge. 
 
 5. The queries in it pertain to matters that the well- 
 informed should know about. Here are a few of them c 
 
 Animal with Eight Eyes ; The Burning Lakes ; Boycotting ; 
 Burial Place of Columbus ; Bride of Death ; Bluebeard's Cas- 
 tle ; City of the Violet Crown ; Dead Sea Fruit ; Doors that 
 are Books ; Derivation of the words. Uncle Sam ; First use of 
 the expression, *' Defend me from my friends"; Flogged for 
 Kissing his Wife ; How Pens aie Slit ; Key of the Ba stile ; 
 Mother Goose'; Origin of All Fooi's Day ; Reason Rhode Island 
 has two capitals ; Silhouette ; Simplest Post-office in the 
 World; Umbrella a mile Wide; "Sharpshooters" among 
 fishes ; Unlucky days for matrimony ; Year with 445 days ; 
 Why black is used for mourning ; etc. , etc. 
 
 6. It is a capital book to take on a railroad journey ; it 
 entertains, it instructs. 
 
 Home Journal.— "One can scarcely turn a page without finding 
 something he desires to learn, and which every well-read man ought to 
 know. 
 
 Itttorior.—" Immensely Instructive and entertAiulng in school-roomSi 
 fftmilioB and reading circled*. 
 
SEND ALL ORBEIlS f6 
 
 E. L. KELLOOG & CO., NEW YORK & OmCAGO. 
 
 53 
 
 Song Treasures. 
 
 THE PRICE HAS BEEN 
 GREATLY REDUCED. 
 
 Compiled by Amos M. Kellogg, editor of the School Jour- 
 nal. Beautiful and durable postal-card manilla cover, 
 printed in two colors, 64 pp. Price, 15 cents each; to teachers, 
 12 cents; by mail, 2 cents extra. BOth thousand. Write for 
 our special terms to schools for quantities. Special terms for use 
 at Teachers' Institutes. 
 Thisisamost /,'|fr| 
 valuable col- !P!|| 
 lection of mu- 
 sic for all 
 schools and in- 
 stitutes. I 
 
 1. Most of 
 the pieces have 
 been selected 
 by the teachers 
 as favorites in 
 the schools. 
 They are the 
 ones the pupils 
 love to sing. 
 It contains 
 nearly 100 
 pieces. 
 
 2. All the pieces " have a ring to them ;" they are easily 
 learned, and will not be forgotten. 
 
 3. The themes and words are appropriate for young people. 
 In these respects the work will be found to possess unusual merit. 
 Nature, the Flowers, the Seasons, the Home, our Duties, our 
 Creator, are entuned with beautiful music. 
 
 4. Great ideas may find an entrance into the mind through 
 music. Aspirations for the good, the beautiful, and the true are 
 presented here in a musical form. 
 
 5. Many of the words have been written especially for the 
 book. One piece, " The Voice Within Us," p. 57, is worth the 
 price of the book. 
 
 6. The titles here given show the teacher what we mean : 
 
 Ask the Children, Beauty Everywhere, Be in Time, Cheerfulness, 
 Christmas Bells, Days of Summer Glory, The Dearest Spot. Evening Song, 
 Gentle Words, Going to School, Hold up the Right Hand, I Love the Merry, 
 Merry Sunshine, Kind Deeds, Over in the Meadows, Our Happy School, 
 Scatter the Germs of the Beautiful, Time to Walk, The Jolly Workers, The 
 Teacher's Life, Tribute to Whittier, etc., etc. 
 
SEND ALL ORDERS TO 
 
 54 E. A KELLO&G & CO., NEW YORK & CHIGAQO. 
 
 Reception Day. 6 3^os, 
 
 A collection of fresh and original dialogues, recitations, decla- 
 mations, and short pieces for practical use in Public and 
 Piivate Schools. Bound in handsome new paper cover, 160 
 pages each, printed on laid paper. Price, 30 cents each; to 
 teachers, 24 cents; by mail, 3 cents extra. 
 The exercises in these books bear upon education; have a rela- 
 tion to the school-room. 
 
 1. The dialogues, recitations, and declamations gathered in 
 
 this volume being fresh, short, 
 "-"•^^^^ and easy to be comprehended, are 
 "^ well fitted for the average scholars 
 of our schools. 
 
 2. They have mainly been used 
 by teachers for actual school 
 exercises. 
 
 3. They cover a different ground 
 from the speeches of Demosthenes 
 and Cicero — which are unfitted 
 for boys of twelve to sixteen 
 years of age. 
 
 4. They have some practical in- 
 terest for those who use them. 
 
 5. There is not a vicious sen- 
 tence uttered. In some dialoiiue 
 books profanity is found, or dis- 
 obedience to parents encouraged, 
 or lying laughed at. Let teachers 
 look out for this. 
 
 6. There is something for* the 
 youngest pupils. 
 
 7. "Memorial Day Exercises" for Bryant, Garfield, Lincoln, 
 etc., will be found. 
 
 8. Several Tree Planting exercises are included. 
 
 9. The exercises have relation to the school-room, and bear 
 upon education. 
 
 10. Au important point is the freshness of these pieces. Most 
 of them were written expressly for this collection, and can be 
 found nowliere else. 
 
 Boston Journal of Education.— " It is of practical value." 
 Detroit Free Press.—" Suitable for public and private schools." 
 Western Ed, Journal.—" a series of very good selections." 
 
 New Cover. 
 
SEND ALL ORDKRS TO 
 
 E. L. KELLOGG & CO., NEW YORK & CHICAGO. 
 
 55 
 
 WHAT EACH NUMBER CONTAINS. 
 
 No. 1 
 
 Is a specially fine number. One dia- 
 logue in it, called " Work Conquers," 
 for 11 girls and 6 boys, has been given 
 hundreds of times, and is alone woiih 
 the price of the book. Then there 
 are 21 other dialogues. 
 29 Recitations. 
 14 Declamations. 
 17 Pieces for the Primary Class. 
 
 No. 2 Contains 
 
 '^9 Recitations. 
 12 Declamations. 
 
 17 Dialogues. 
 
 24 Pieces for the Primary Class. 
 
 And for Class Exercise as follows: 
 
 The Bird's Party. 
 
 Indian Names. 
 
 Valedictory. 
 
 Washington's Birthday. 
 
 Garfield Memorial Day. 
 
 Grant " " 
 
 Whittier 
 
 Sigourney " " 
 
 No. 3 Contains 
 
 Fewer of the longer pieces and more 
 of the shorter, as follows : 
 
 18 Declamations. 
 
 21 Recitations. 
 
 22 Dialogues. 
 
 24 Pieces for the Primary Class. 
 A Christmas Exercise. 
 Opeiiii»g PijBce. and 
 An Historical Celebration. 
 
 No. 4 Contains 
 
 Campbell Memorial Day. 
 Longfellow *' " 
 
 Michael Angelo " " 
 
 Shakespeare " " 
 Washington " " 
 
 Christmas Exercise. 
 Arbor Day " 
 New Planting " 
 Thanksgiving " 
 Value of Knowledge Exercise. 
 Also 8 other Dialogues. 
 21 Recitations. 
 
 23 Declamations. 
 
 No. 5 Contains 
 
 Browning Memorial Day. 
 Autumn Exercise. 
 Bryant Memorial Day. 
 New Planting Exercise. 
 Christmas Exercise. 
 A Concert Exercise. 
 
 24 Other Dialogues. 
 16 Declamations, and 
 36 Recitations. 
 
 No. 6 Contains 
 Spring; a flower exercise for very 
 
 young pupils. 
 Emerson Memorial Day. 
 New Year's Day Exercise. 
 Holmes' Memorial Day. 
 Fourth of July Exercise. 
 Shakespeare Memorial Day. 
 Washington's Birthday Exercise. 
 Also 6 other Dialogues. 
 6 Declamations. 
 41 Recitations. 
 
 15 Recitations for the Primary Clf.ss. 
 And 4 Songs. 
 
 Our Reception Day Series is not sold largely by booksellers, 
 who, if they do not keep it, try to have you buy something else 
 similar, but not so good. Therefore send direct to the publishers, 
 by mail, the price as above, in stamps or postal notes, and your 
 order will be filled at once. Discount for quantities. 
 
 SPECIAL OFFER. 
 
 If ordered at one time, we will send postpaid the entire 
 6 Nos. for $1.40. Note the reduction. 
 
*gJJD ALL OUiSERS f O 
 
 66 B. L. KELLOGG & CO., NEW YORK & CHICAGO. 
 
 Gardner s Town and Country School 
 
 Buildings. A collection of plans and designs for schools of 
 various sizes, graded and ungraded, with descriptions of con- 
 struction, of sanitary arrangements, light, heat, and ventila- 
 tion. By E. C. Gakdner, architect, author of " The House 
 that Jill Built," etc. Cloth, small quarto, 150 pp. Price, 
 $2.50; to teachers, |2.00; by mail, 12 cents extra. Illustrated 
 with nearly 150 engravings. 
 
 TVVO-noOM COUNTRY SCHOOL-HOUSB. 
 
 This is undoubtedly the most important work ever 
 issued on this subject. 
 
 It is plain that in the revival of education that is apparently 
 begun there are to be better buildings erected for educational 
 purposes. The unsightly, inconvenient, badly-lighted, unventi- 
 lated and ugly structures are to give way to those that are con- 
 venient and elegant. The author is an earnest advocate of im- 
 proved methods of education, and feels that suitable buildings 
 will bear an important part in the movement. 
 
 POINTS OF THE WORK. 
 
 1. It is not a book that presents places for houses that will 
 simply cost more money — let that be borne in mind. It is a book 
 that shows how to spend money so as to get the value of the 
 money. mr 
 
 2. Better buildings are sure to be erected— this cannot be 
 stopped; the people are feeling the importance of education as 
 they never did before. They will express their feeliug by erect- 
 ing better buildings. How shall they be guided in this good 
 effort? This book is the answer 
 
SKND Al.la ORDERS TO 
 
 58 E. L. KELLOOG & CO., NEW YORK & CHICAGO. 
 
 IVilheMs Studenfs Calendar. 
 
 Compiled by N. O. Wii.helm. Bouml in paper. 76 pp. Double indexed. 
 Price, 30 cents; to teachers, 24 cents; by mail, 3 cents extra. 
 
 This is a perpetual calendar and book of days. It consists of Short Biog- 
 raphies of Greatest Men, arranged according to Birthdays and Deathdays, 
 covering every day of the year. 
 
 These can be used for opening exercises in schools, for memorial days, 
 and for giving pupils some information about the great men of the world 
 about whom everybody ought to know something. Just the thing for 
 families where there are young people. 
 
 The condensed information in this little book would in other form cost 
 you many dollars to own. Here ai*e a few of the names of persons whose 
 iiiographies are foimd in the " Student's Calendar:" 
 John Adams, Qu^en Elizabeth, John Hancock, 
 
 J. Q. Adams, K. W. Emerson, 
 
 Joseph Addison, Robert Emmet, 
 Alcxand'r the Gre't, Euripides, 
 
 Miehael Angelo, 
 Aristotle, 
 Ascham, 
 Audubon, 
 Francis Bacon, 
 Geo. Bancroft, 
 Venerable Bode, 
 Von Bisuiarck, 
 Tycho Brahe, 
 Lord Brougham, 
 Mrs. Browning, 
 W. C. Bryant, 
 Edmund Burke, 
 Robert Burns, 
 Ben. F. Butler, 
 Lord Byron, 
 
 Edw. Everett, 
 Faraday, 
 Fanagur, 
 Fenelon, 
 M. FiUmore, 
 Chas. J. Fox, 
 Ben. Franklin, 
 Sir J. Franklin, 
 
 Hamilton, 
 
 Hannibal, 
 
 W. H. Harrison, 
 
 Nath. Hawtliorne, 
 
 Hayden, 
 
 Mrs. Hemans, 
 
 T. A. Hendricks, 
 
 Patrick Henry, 
 
 Sir Wni. Herschel, 
 
 O. W. Holmes, 
 
 Thomas Hood, 
 
 Frederick tlie Great Jos. Hooker, 
 
 John Calhoun, 
 Thos. Campbell, 
 Thos. Carlyle, 
 Phoebe Gary, 
 Cervantes, 
 Salmon P. Chase, 
 Thos. Chatterton, 
 Rufus Choate, 
 Cicero, 
 Henry Clay, 
 Cleopatra, 
 Coleridge, 
 Schuyler Colfax, 
 Anthony Collins, 
 Cornwallis, 
 
 J. C. Fremont, 
 
 Froblsher, 
 
 Froebcl, 
 
 Froude, 
 
 Robert Fulton, 
 
 Galileo. 
 
 Vasco da Gama, 
 
 Gambetta, 
 
 Garfleld, 
 
 Garibaldi, 
 
 D. Garrick, 
 
 Horatio Gates, 
 
 R. Gatliug, 
 
 George III., 
 
 Stephen Girard, 
 
 Gladstone, 
 
 Goethe, 
 
 Goldsmith, 
 
 U. S. Grant, 
 
 Henry Grattan, 
 
 Asa Gray, 
 
 Horace Greeley, 
 
 Nath. Greene, 
 
 Horace, 
 Sam. Houston, 
 Elias Howe, 
 Victor Hugo, 
 Humboldt, 
 David Hume, 
 Wash. Irving, 
 Andrew Jackson, 
 Jacotot, 
 Jos. Jacquard, 
 James I., 
 James II., 
 John Jay, 
 Thos. Jefferson, 
 Francis Jeffrey, 
 Dr. Ed. Jenner, 
 Joan of Arc, 
 Sam'l Johnson, 
 John Paul Jones, 
 Dr. Kane, 
 John Keats, 
 John Kitto, 
 Henry Knox, 
 
 Abraham Lincoln, 
 
 Jenny Liud, 
 
 Liunajus, 
 
 Dr. Livingstone, 
 
 H. W. Longfellow, 
 
 Lowell, 
 
 Lubbock, 
 
 Martin Luther, 
 
 Macaulay, 
 
 Macready, 
 
 Mohammed, 
 
 Horace Mann, 
 
 Maria Theresa, 
 
 Marie Antoinette, 
 
 Mary, Qu'n of Scots, 
 
 J. Montgomery, 
 
 Sir J. Moore, 
 
 Mozart, 
 
 Napoleon I., 
 
 Nelson, 
 
 Sir Isaac Newton, 
 
 Daniel O'Connell, 
 
 Charles O'Conor, 
 
 Thos. Paine, 
 
 Geo. Peabody, 
 
 Wm. Penn, 
 
 Peter the Great, 
 
 Pizarro, 
 
 Plato, 
 
 E. A. Poe, 
 
 W. H. Prescott, 
 
 Pulaski, 
 
 Queen Victoria, 
 
 Richelieu, 
 
 J. P. Richter, 
 
 Ritter, 
 
 Lubbock's Best loo Books. 
 
 By Sir John Lubbock. 64 pages, paper. Price, 20 cents; to teachers, 16 
 cents; by mail, 2 cents extra. 
 
 Sir John Lubbock, in an address last year before the Workingmen's College 
 of London, England, gave a list of what he deemed tlie Best 100 Books. He 
 said, in giving his list, that if a few good guides would draw up similar lists, 
 it would be most useful. 
 
 The Pall Mall Gazette published Sir John I^ubbock's list, and invited 
 eminent men in England to give their opinions concerning it. We liave just 
 I'eprinted them in neat pamphlet form. Gladstone, Stanley, Black, and 
 many others are represented. 
 
SEND ALIi ORDERS TO 
 
 E. L. KELLOGG & CO., NK W YORK & CHICAGO. 59 
 
 Aliens Temperament in Education, 
 
 With directions concerning How to Become A Successful 
 Teacher. By Jerome Allen, Ph.D., Author of "Mind 
 Studies for Young Teachers," etc. Cloth, Ifimo. Price, 50 
 cents, to teachers, 40 cents ; by mail, 5 cents extra. 
 
 There is no book in the English language accessible to 
 students on this important subject, yet it is a topic of so much 
 importance to all who wish to become better acquainted with 
 themselves that its suggestions will find a warm welcome 
 everywhere, especially by teachers. The value of the book will 
 be readily seen by noticing the subjects discussed. 
 
 CONTEXTS :— How we can know Mind— Native Characteristics of 
 Children— How to Study Ourselves— The Sanguine Temperament— The 
 Bilious Temperament— The Lymphatic Temperament— The Nerv'ous 
 Temperament— Physical Charactenstics of each Temperament : Tabula- 
 ted—The best Temperament- How to Conduct Self Study— Many Per- 
 sonal Questions for Students of Themselves— How to Improve— Specific 
 Directions— How to Study Children— How Children are Alike, How 
 Different— Facts in Child Growth: Tabulated and Explained— How to 
 Promote Healthy Child Growth. Full directions concerning how to 
 treat temperamental differences. How to effect change in tempera- 
 ment. 
 
 Under "How to Become A Successful Teacher," the 
 following topics are discussed : " What books and papers to 
 read."—" What schools to visit." — " What associates to select." 
 — " What subjects to study."—" How to find helpful critics."— 
 "How to get the greatest good from institutes."— " Shall I 
 attend a Normal school ? " "How to get a good and perman- 
 ent position ? " " How to get good pay ? " " How to grow a 
 better teacher year after year." "Professional honesty and 
 dishonesty." — " The best and most enduring reward." 
 
 "Poolers N. Y, School Laws, 
 
 A Manual of the School Laws of N. Y. State. By Chakles T. Pooleh, 
 conductor of Institutes. 50 pp., limp cloth, Price, 30 cents; to 
 teachers, /54 cents ; by mail, 3 cents extra. 
 
 A large majority of all the school district difficulties, culmin- 
 ating too often in petty lawsuits, and oftener still in social quar- 
 rels that seldom die. grow out of ignorance of a few points 
 in the school law. Tne object of this book is to give the school 
 law governing citizens, teachers, and school officers. Reference 
 is made by figures to the Code of Public Instruction. 
 
 CONTENTS : School Year and Annual School Meeting— Votes at 
 School- Meetings- Census of Children of School Age— School District 
 Meetings— Trustees : Powers and Duties— Teachers : Powers and Re- 
 striction-District Clork: Duties— Supervisor— School Commissioner- 
 Superintendent of Public Instruction— The Teacher's Rights— Child- 
 ren's Rights— Parent's Rights. 
 
SEJfD ALL ORDERS TO 
 
 E. L. KELLOQO <fc CO., NEW YORK & GHIGAOO. 63 
 THE 
 
 NEW YORK EDUCATIONAL BUREAU, 
 
 E. L. KELLOGG & CO., Proprietors. 
 
 OUR AIMS. 
 
 THIS Bureau will make a specialty of furnishing to Parents, School 
 Officers, Principals, Heads of Colleges, and ofhers, capable 
 Governesses, Tutors, Teachers, Principals, Superintendents, and 
 Special Teachers. It will aid Parents by giving trustworthy informa- 
 tion and advice concerning Colleges, Schools, and Seminaries. It will 
 supply Teachers to Academies, Seminaries, Private Schools, Colleges, 
 Public and High Schools, also Teachers of Music, Art, French, German, 
 Kindergarten System, Gymnastics, etc. It will aid to sell and rent 
 desirable school property. 
 
 VALUABLE CONNECTION. 
 
 THIS Bureau is directly connected with the firm of E. L. Kellogg 
 & Co., Educational Publishers, of New York and Chicago, and 
 therefore has a very large acquaintance with qualified teachers 
 and school officers. It knows of many hundreds who are rapidly 
 growing in value, who are imT)ued with new ideas asked so often of 
 principals and leading teachers. It is intended to supply only good 
 teachers, and from our extensive acquaintance the selection will be 
 found reliable by those who give a fair trial to the facilities afforded by 
 this Bureau. 
 
 EXCLUSIVE INFORMATION. 
 
 ONLY the most desirable teacher is recommended for a place by 
 this Bureau. You can see that it would not be wise for us to 
 put an incompetent person in any position. Thus the candidate 
 who is nominated for a position will have the satisfaction of knowing 
 that he is being worked for (for his success is our success), and that 
 th<'re will not be a dozen or more persons, recommended by us, after 
 the same position. 
 
 CONFIDENTIAL DEALINGS. 
 
 ALL of the dealings with this Bureau are, of course, confidential. 
 The letters of our correspondents are carefully guarded, their 
 wants cai-efully looked after. The Application I'lank v.hen re- 
 turned to us is immediately filed and references looked up. Letters of 
 recommendation are carefully read and filed for reference. These 
 letters of recommendation are inviolable, and only shown to those who 
 wish to ascertain the qualifications of our candidates. 
 
 Our relations with school boards and scliool officers are also confi- 
 dential. They are under no obligation to take the candidate recom- 
 mended by this Bureau; and even if they should take some one else not 
 recommended by us, we cannot complain, nor can the teacher nomi- 
 nated. But we will do our best for those who register with us. 
 
 Let it be clearly understood that all information this Bureau receives 
 is of a confidential nature. It is not told unless we have permission to 
 
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 UNIVERSITY OF CAUFORNIA LIBRARY