muscles of the abdomen as far back as possible, retain the breath for a few moments, then express in a full, affirmative tone, any word of one syllable that terminates with tho sound in question. Continue to dwell upon the last sound in the syllable as long as possible, without changing its character or varying the position of the organs of speech, in the slightest degree. When you can thus express all the sounds with tolerable accuracy, next reverse the position of the sounds, in the syllable or word, and practice upon them in that connection. Continue this exercise, at least once a day, until the car becomes so accustomed to the true sound of each of the elements, as to be able instantly to detect it, no matter by what letter or letters the sound may be represented in the syllable or word. Do not exert yourself at first, to express the sounds in a very loud and forcible manner. Take it easily and go slowly at the beginning, and you will soon be able to vocalize with great force, in a full and pure tone of voice. EXERCISES IN ARTICULATION. EXERCISE I. Give each of the open vowel sounds in connection with the subvocals, as arranged in the accompanying table, in a full, pure, resonant, affirmative tone. Ve, va, va, va, The, tha, tha, tha, vaw, vo, voo, vi, voi, vow, vu. thaw, tho, thoo, thi, thoi, thou, thu. Ze, Me, ina, ma, ma, maw, mo, moo, mi, moi, mow, mu. (The element ng never begins a syllable.) Le, la, la, la, law, lo, loo, li, loi, low, lu. wu. EXERCISE II. Reverse the position of the elements in the syllables, giving the vowel sound first. In this exercise dwell as long as possible upon the subvocals. 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 b, d, g, j, v, th, z, zh, n, m, ng, l, r, r, w, y. Eb, ed, cg, ej, ev, eth, ez, ezh, en, em, eng, el, er,—ew, ey. Ab, ad, ag, aj, av, ath, az, azh, an, am, ang, al, ar,—aw, ay. Ab, ad, ag, aj, av, ath, az, azh, an, am, ang, al, ar,-aw, ay. Ab, ad, ag, aj, av, ath, az, azh, an, am, ang, al, ar,-aw, ay. Awb, awd, awg, awj, awv, awth, awz, awzh, awn, awm, awng, awl, awr,-aw, awy. Ob, od, og, oj, ov, oth, oz, ozh, on, om, ong, ol, or,-ow, oy. Oob, ood, oog, ooj, oov, ooth, ooz, oozh, oon, oom, oong, ool, oor,-oow, ooy. Ib, id, ig, ij, iv, ith, iz, izh, in, im, ing, il, ir,—iw, iy. Oib, oid, oig, oij, oiv, oith, oiz, oizh, oin, oim, oing, oil, oir, oiw, oiy. Owb, owd, owg, owj, owv, owth, owz, owzh, own, owm owng, owl, owr,-ow, owy. Ub, ud, ug, uj, uv, uth, uz, uzh, un, um, ung, ul, ur. EXERCISE III. Give each of the short vocals, in connection with the accompanying subvocals, as in Exercises I. and II. Prac tice upon the syllables until the vocal element can he uttered with a sharp, ringing sound, like the explosion of a percussion cap. EXERCISE IV. Give cach of the aspirates in connection with the accompanying open vowel sounds: thus, aw, 0, 00, 5 6 7 e, a, a, a, Pe, pa, pa, pa, pow, pu. paw, po, poo, pi, poi, Te, ta, ta, ta, taw, to, too, ti, toi, tow, tu. Ke, ka, ka, ka, kaw, ko, koo, ki, koi, kow, ku. Che, cha, cha, cha, chaw, cho, choo, chi, choi, chow, chu. Fe, fa, fa, fa, faw, fo, foo, fi, foi, fow, fu. The, tha, tha, tha, thaw, tho, thoo, thi, thoi, thow, thu. Se, sa, sa, sa, saw, so, soo, si, soi, sow, su. She, sha, sha, sha, shaw, sho, shoo, shi, shoi, show, shu. He, ha, ha, ha, haw, ho, hoo, hi, hoi, how, hu. Whe, wha, wha, wha, whaw, who, whoo, whi, whoi, whow, whu. EXERCISE V. Reverse the position of the elements in the syllable, first giving the open vowel sound, then the aspirate sound: thus, ath, as, ash, ah, awh. Ep, et, ek, Ap, at, ak, ach, af, oosh, ooh, oowh、 ish, ih, iwh. oish, oih, oiwh Owp, owt, owk, owch, owf, owth, ows, owsh, owh, owwh. Up, ut, uk, uch, uf, uth, us, ush, uh, uwh. EXERCISE VI. Give each of the aspirate sounds, in connection with each f the short vocals, with explosive force: thus, Reverse the position of the sounds in the syllables, giv. ing the short vocal first, and the aspirates last: thus, och, of, Op, ot, ok, Oop, oot, ook, ooch, oof, ooth, oos, oosh, ooh, oowh. In the preceding exercises each sound must be expressed separately, with great force and precision, before the syl oth, os, os, osh, osh, oh, oh, owh. ush, uh, uwh. lable is given. On giving the element by itself, the student should name over, at least three words in which it occurs: thus, E, as in me, eve, and sea; M, as in more, come, and roam; Sh, as in shame, hush, and crash. In giving the syllables, take great pains to bring out all the sounds in a distinct and proper manner. EXERCISE VIII. EXERCISE UPON WORDS CONTAINING DIFFICULT COMBINATIONS OF THE SUBVOCAL AND ASPIRATE SOUNDS. First, give each sound by itself; then, connect the first element with the second; next, give the first, second, and third, separately; then, in combination, at a single utterProceed thus to the end of the word. ance. EXAMPLES. bd: Orb'd, prob'd, rob'd, rub'd, sob'd. bdst: Prob'dst, fib'dst, dub'dst, bob'dst, sob'dst. blst: Tumbl'dst, fabl'dst, stabl'dst, disabl'dst. bls: Stabl's, fabl's, nibbl's, gabbl's, babbl's. Brave, brown, break, breath, bride. dlst: Add'lst, padd'lst, sadd'lst, ped'lst, fidd'lst. fldst: Baffl'dst, raffl'dst, shuffl'dst, muffl'dst. br: gdst: Beg'dst, haggl'dst, bag'dst, flog'dst. |