PRELIMINARY EXERCISES IN ARTICU-
LATION.*

Note to Teachers.—The following exercises embrace all the elementary sounds of the English language, with the most important among those that occur in combinations which are liable to mispronunciation. A correct and careful articulation of them, if practised with due frequency, and continued for a length of time sufficient to render accuracy habitual, will secure a distinct and appropriate enunciation, in all exercises of reading and speaking. To attain this result, the following points require particula attention, on the part both of the pupil and the teacher:

1st. That the exercises be always performed with great force and clearness of articulation, so as to become a useful form of discipline to the organs. The aim of the learner should be, in every case, to give the utmost articulate force of which his voice is capable.

2d. The sounds of all the elements, should be perfectly at command, before the pupils are allowed to proceed to the enunciation of the words "Ale, ace, age," &c., page 19.

3d. Great care must be taken to avoid a formal and fastidious prominence of sound on unaccented syllables; every word, though uttered with the utmost energy, must retain the proportions of accented and unaccented syllables in their natural and appropriate pronunciation.

*A regular portion of these exercises should be performed daily, previous to each reading lesson.

Table of the Elementary Sounds of the English Language.

[The elements contained in this table, should be practised, with and without the words in which they are exemplified, with great attention to accuracy, and repeated as a daily preliminary exercise. The best form of such exercises, is as follows: Let the teacher pronounce every word, slowly and distinctly, and then give the vowel or diphthong sound by itself; the pupil following the teacher.]

*Oral explanation to the pupil, by the teacher: "Such as make a full sound by themselves, without the help of another sound." † See "exercises" on these sounds, page 21.

16. O, as in Done; U, as in Tub.

17. U, as inTube.

18. U, as in Pull; O, as in Wolf.

DIPHTHONGS.*

19. OI, as in Oil; OY, as in Boy.

20. OU, as in Pound; OW, as in Down.

CONSONANTS.†

Labial Sounds.‡ 21. B, as in Bulb. 22. P, as in Pulp. 23. M, as in Mime. 24. W, as in Wan. 25. V, as in Vane. 26. F, as in Fife; PH, as in Phrase; GH, as in Laugh.

Dental Sounds.

27. D, as in Dead.

28. T, as in Tent.
29. TH, as in Thin.
30. TH, as in Thine.
31. J. as in Joy.
G, as in Giant.

32. CH, as in Church.

33.

SH, as in Shape;
TI, as in Nation;
CI, as in Gracious;
CE, as in Ocean.
34. S, as in Hiss;
C, as in Cipher.
35. S, as in Trees;
Z, as in Haze.
36. S, as in Measure.

Palatic Sounds.||
37. K, as in Key;
C, as in Cake;
CH, as in Chorus;
Q, as in Queen.

*Oral explanation: "Two vowel sounds joined."

"Sounds that are not full and complete, without the help of another sound.”

"The word labial means belonging to the lips." "In articulation, we class the sounds of letters according to the organs of speech by which they are made; as the lips, the teeth, &c."` §"The word dental means belonging to the teeth."

"The word palatic means belonging to the upper and inner part of the mouth, which is called the palate."

SOUNDS OF THE VOWELS.

1st Element.-A, as in the word Fate: Ai, as in Ail: Ay, as in Lay.

[A common fault, is, to give this sound in a manner too analytical; thus, Faieel, faieeth, for fail, faith. The teacher must guard the learner against this affected articulation, in practising on the following words.T]

"The word aspirate means breathing."

"The word nasal means belonging to the nose."

66

The word lingual means belonging to the tongue."
See "exercises" on the letter R, page 29.

The words in the tables should be read with great force and distinctness they may thus be made a useful organic exercise for imparting strength and pliancy of voice, as well as energy and clearness of articulation. The force of voice should be as great as in the loudest style of public speaking; and, to secure force, each word should be pronounced with a full falling inflection, and every letter clearly and distinctly marked in every word.

T The remarks within brackets, and some of the marginal notes, are intended for the use of the teacher.

Ale ace age,* aim day bail, dale fail say, pave tape hail, haze may gaze, late maid nay, vail make fame, tail pay lade.

2.-A, as in Far: Au, as in Launch.

[There are two extremes of sound occasionally heard, which must be avoided in the pronunciation of the following words, that of a too broad, and nearly like a in all; thus, Fawrm, fawther, smaurt, &c., for farm, father, smart; and a too short, resembling the sound of a in mat; thus, Furm for fûrm.]

Arm ah ha harm, bar car far par, tar aunt daunt gaunt, haunt jaunt taunt father, saunter.

3.-A, as in Fall: Aw, as in Awe: Au, as in Laud.

[The error to be avoided in the following class of sounds, is that of making a to resemble o; thus, Oll for all. Sometimes this error is so broad and coarse as to divide the sound into two parts; the first of which is the above o, and the second the u in up. Oull, fōull, for all, fall. These faults should be carefully avoided, as slovenly and vulgar.]

All hall ball call fall, gall pall tall wall ward, warm wharf quart thwart false, daw maw jaw saw law, raw draw straw vault vaunt, fault aught taught fraught sauce, daughter halter lawful.

4.--A, as in Fat.

[There are two extremes of error to be avoided in the following words,—that of A too flat, and divided into two sounds; thus, mayun for măn; and that of A too broad; thus, parss for pass.]

*The commas in these tabular exercises, are intended to be observed as full breathing intervals. The place of the comma, is varied in successive tables, with a view to avoid monotony in reading.