the above table, till each pupil can utter consecutively all the Oral elements. The attention of the class should be called to the fact that the first element, or sound, represented by each of the vowels, is usually indicated by a horizontal line placed over the letter, and the second sound by a curved line. After each pupil can utter correctly all the elements as arranged in the table, numerous class exercises may be formed by prefixing or affixing Subtonics or Atonics to the Tonics, in the following order: Bả, bả, bả, bá, bả, bả; bẻ, bẻ, bở; bỉ, bỉ; bỏ, bỏ, bỏ; bủ, bủ, bů; bou: åb, åb, åb, åb, &c. These exercises will be found of great value, to improve the organs of speech and the voice, as well as to familiarize the pupil with different combinations of sounds.

* The fifth element, or sound, represented by a, is its first or Alphabetic sound, modified or softened by r.

The sixth element represented by a, is a sound intermediate between a, as heard in at, ash, and a, as in arm, art.

The third element represented by e, is e as heard in end, modified or softened by r. It is also represented by i, o, u, and y; as in bird, word, burn, myrrh.

* R may be trilled before a vowel. In that case, the tip of the tongue s made rapidly to vibrate.

COGNATES.

First require the pupil to pronounce distinctly the word containing the Atonic element, then the Subtonic Cognate, uttering the element after each word—thus: lip, p; orb, b, &c. The attention of the pupil should be called to the fact that Cognates are produced by the same organs, in a similar manner, and only differ in one being an undertone aud the other a whisper.

For à, aa, ai, au, ay, e, ee, ea, ei, ey; as in Aaron, gain, gauge, stray, melee', great, vein, they.

For å, ai, ua; as in plaid, guaranty.

For å, au, e, ea, ua; as in haunt, sergeant, heart, guard.

For å, au, aw, eo, o, oa, ou; as in fault, hawk, George, cork, broad, bought.

For å, ai, e, ea, ei; as in chair, there, swear, heir. For è, ea, ee, ei, eo, ey, i, ie; as in read, deep, ceil, people, key, valise, field.

For ẻ, a, ai, ay, ea, ei, eo, ie, u, ue; as in any, said, says, head, heifer, leopard, friend, bury, guess.

For ê, ea, i, o, ou, u, ue, y; as in earth, girl, word scourge, burn, guerdon, myrrh.

For ì, ai, ei, eye, ie, oi, ui, uy, y, ye; as in aisle, sleight, eye, die, choir, guide, buy, my, rye.

For 1, ai, e, ee, ie, o, oi, u, ui, y; as in captain, pretty, been, sieve, women, tortoise, busy, build, hymn.

For ò, au, eau, eo, ew, oa, oe, oo, ou, ow; as in hautboy, beau, yeoman, sew, coal, foe, door, soul, blow.

For 8, a, ou, ow; as in what, hough, knowledge. For 8, ew, oe, oo, ou, u, ui; as in grew, shoe, spoon, Boup, rude, fruit.

For ù, cau, eu, ew, ieu, iew, ue, ui; as in beauty, feud, new, adieu, view, hue, juice.

For ů, o, oe, oo, ou; as in love, does, blood, young. For ů, 0, 00, ou; wolf, book, could.

For ou, ow; as in now.

For oi (ai), oy; as in boy.

2. SUBTONIC AND ATONIC ELEMENTS.

For f, gh, ph; as in cough, nymph.

For j, g; as in gem, gin.

For k, c, ch, gh, q; as in cole, conch, lough, etiquette, For s, c; as in cell.

For t, d, th, phth; as in danced, Thames, phthisic. For v, f, ph; as in of, Stephen.

For y, i; as in pinion.

For z, c, s, x; as in suffice, rose, rebec.

For z, g, 8; as in rouge, osier.

For ng, n; as in anger, bank.

For ch, t; as in fustian.

For sh, c, ch, 8, 88, t; as in ocean, chaise, sure, assure martial.

SPELLING BY SOUNDS.

The following words are arranged for an exercise in Spelling, by sounds. The names of the letters are not to be given; but the elements are to be produced separately, and then pronounced in connection, thus: våst, pronounced vast; årm-arm; host-host; må v-move, &c. The attention of the pupil should be especially directed to silent letters, or those that are not sounded in words where they occur. In the following exercise they appear in italics. We would impress it especially upon

the teacher, that the best way to secure a distinct and forcible articula tion is to give the pupil a daily exercise of this kind.

ERRORS IN ARTICULATION.

ERRORS IN ARTICULATION arise chiefly,

1. From the omission of one or more elements in a

3. From substituting one element for another; as,

THE

cåre,

"cåre.

dånce" dånce.

påst åsk

låst

påst.

❝åsk. "låst.

gråss" gråss.

dråft

staff

“ dråft,

"ståff.

pil ler

wil ler

yel ler

mo munt

treat munt"

harm liss

"pil low.

"wil low.

yel low.
mo ment.

treat ment. "harm less.

home liss "home less.

kind niss

"kind ness.

harsh niss" harsh ness.