yC-NRtf, 111 $B 307 abb f &• *%%% ^/ ■BY ^'^^. i % John Svett C.\^< 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?^1li:Vg\ $9 —^— =: 1 — — 1 T — r"7-^ ^ —. Second. — Illustrate the meaning of eac}l^w^l'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 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