1. Table of Elementary Sounds.

NOTE.-The exercise on this table may be conducted by requiring the class, either individually or in concert, first to pronounce the word containing the element, and then the element by itself, varying the intensity of the voice as the teacher may think proper; thus, ale, ā, arm, ā, all, a, &c.

QUESTIONS. What directions are given for studying the table of elementary sounds? How many vocal elements are there? What letters represent them? How many sub-vocal elements are there? What letters represent them? How many aspirate elements are there? What letters represent them? How many elements has the letter a? Give them. How many the letter e, &c.? Repeat all the elements in their order; thus, a, a, a &c. Combine each sub-vocal and aspirate with all the vocal elements; thus, bā, bã, ba, &c. Reverse the order of the elements; thus, āb, äb, ab, &c.

EXERCISE I.

Combinations of Elementary Sounds.

RULE 2. When the letters representing the elements of the language are combined, they must have the same sounds as when they are articulated separately.

To this rule there are some exceptions; for letters in combination oftentimes are not sounded at all; and sometimes a single letter, or two or more letters, are used to represent the elementary sound of some other letter, while in other cases they are slightly modified by the letters with which they are closely connected. A knowledge of the correct pronunciation of words, as taught in dictionaries and by correct speakers, will enable the learner to detect these exceptions, and vary his articulation in such a manner as to conform to them.

2. Table of Elementary Combinations.

NOTE. In this table each vocal element is combined in words with all the sub-vocals and aspirates with which it is known to combine in the language. The class may be required to pronounce these combinations, with an explosive and forcible utterance, both individually and in concert, until the italicized letters can be perfectly articulated.

1st. The sound of a long; as in bate, date, fate, gate, hate, jane, kale, lade, mate, nape, pate, rate, sate, tame, vane, wave, yate, gaze, chain, thane, lathe, shape, whale.

2d. ä flat or Italian; as in bar, dark, far, garb, hark, jar, car, lark, mar, nard, par, raft, salve, tar, vast, waft, yarn, czar, char, lath, father, sharp.*

*Worcester regards the sound of a, in the words raft, vast, waft, lath, intermediate between that of a in fat and a în far.

QUESTIONS. What is rule second, respecting the combinations of the elementary sounds? What exceptions to this rule ? How may they be known? How are the Vocal elements combined in table second? What direction is given for studying this table? What combinations are given in the first example? Pronounce the words. Pronounce the combinations in italics. What combinations are given in Pronounce the combination in

the second example? Pronounce the words. italics &c.

3d. a broad; as in ball, dawn, fall, gall, haw, jaw, kaw, law, mall, gnaw, pall, raw, saw, tall, vault, wall, yawl, gauze. chalk, thaw, shawl, wharf.

4th. a short; as in bat, dash, fat, gat, hat, jam, cat, lad, mat, nap, pat, rat, sat, tan, van, wax, yam, azoth, chap, sang, thank, that, shall, whack.

5th. ē long; as in be, deep, feet, geese, he, jeer, key, lee, me, need, pete, reel, see, teem, veer, we, ye, zeal, cheer, theme, thee, she, wheel.

6th. e short; as in bet, den, fen, get, hen, jet, ken, let, met, net, pet, rest, set, ten, vex, wet, yet, zed, check, theft, then, shed, when.

7th. I long; as in bite, dine, fine, guide, hive, gibe, kite, line, mine, nine, pine, ripe, site, tine, vine, wine, size, chime, thigh, thine, shine, white.

8th. i short; as in bit, din, fin, gimp, hit, jib, kit, lit, mix, nit, pin, rip, sit, tin, vill, wit, zinc, chin, sing, thin, with, shin, whit.

9th. ō long; as in bolt, dome, foe, go, hole, joke, coke, lone, mote, note, pole, rope, sole, tone, vote, wove, yoke, zone, choke, thole, those, shoal.

10th. ö middle; as in boot, do, food, goom, hoot, coop, lose, move, noose, pool, roost, soup, too, woo, ooze, cartouch, tooth, booth, shoe.

11th. o short; as in bot, dot, fox, got, hot, jot, cot, lot, mop, not, pop, rot, sot, top, novel, wot, yon, zocco, chop, song, thong, pother, shot, whop.

12th. a long; as in bugle, due, fume, gula, hue, june, cue, lute, mute, nude, pule, rule, sue, tune, yule, zumic, truth, sure.*

13th. u short; as in but, dust, fun, gun, hut, just, cull, lull,

* In the words, rule, truth, sure, Worcester sounds the u the same as e in move.

must, nut, puu, rut, sup, tun, vulgar, yug, buzz, chub. sung, thumb, thus, shut, whur.

14th. u middle; as in bush, pudding, full, sugar, could, bull, pull, puss, put, would, butcher, should.

15th. ou and ow; as in bow, down, fowl, gout, how, jounce, cow, loud, mount, noun, pout, rout, south, town, vouch, wound, chouse, mouth, thou, shout.

EXERCISE II.

Combination of Elementary Sounds - Continued. RULE 3. In pronouncing the combinations of the sub-vocals and aspirates, great care must be taken, that their sounds may not be slurred nor suppressed.

3. Table of Combinations of Sub- Vocals and Aspirates.

NOTE. This table embraces a great variety of the combinations of the sub-vocals and aspirates. It is recommended, that the class pronounce them individually and in concert. The italic letters denote the combinations whose elements are to be clearly and distinctly uttered.

1. Probe, probes, prob'd, prob'dst, prob'st; bubble, bubbles, bubb'ld, bubl'dst, bubbľst; brine, bright; fledge, fledg'd; cradle, cradles, cradl'd, cradl'dst, cradl'st.

2. Glad, gladd'n, gladd'ns, gladd'n'd; dream, drive; amid, amidst; breadth, breadths; deeds, weeds; baffle, baffles, baffl'd, baffl'dst, baffl'st.

3. Stiff, stiff'n, stiff'ns, stiff'n'd; friend, phrensy; whiffs, puff'st; fifth, fifths; lift, lifts, lift'st; dig, digs, digg'd, digg'dst, digg'st.

QUESTIONS. What is rule third, respecting the combinations of the sub-vocals and aspirates What do the letters in italics denote? Pronounce the words ir the first example. Articulate the combinations in italics. Pronounce the words in the second example, &c.

1. Glee, gleam; mingle, mingles, mingl'd, mingl'dst, mingst; grain, grief; clan, cliff; sparkle, sparkles, sparkl'd, sparki̇dst, sparkl'st; black, black'n, black'ns, black'nd, black'n'dst.

5. Crime, crick; rock, rocks, rock'st, rock'dst; act, acts, act'st; bulb, bulbs; hold, holds, hold'st; twelfth, bilge, bilg'd; milk, milks, milk'dst; whelm, whelms, whelm'd, whelm'st.

6. Help, helps, help'st, help'dst; false, fall'st; health, healths; melt, melts, melt'st; solve, solves, solv'd, solv'st; feels, wheels; seems, seem'd, seem'st, seem'dst; triumph, triumphs.

7. Thump, thumps, thump'st; prompt, prompts, prompt'st; bend, bends, bend'st; wing, wings, wing'd, wing'st; thank, thank'st, thank'dst; range, rang'd; mince, minc'dst; flinch, flinch'dst.

8. Month, months; wants, want'st; man's, plans; ripple, rippl's, rippl'd, rippl'dst, rippl'st; deep'n, deep'ns; prince, prance; hopes, hop'st, hop'd; depth, depths; curb, curbs, curb'd, curb'dst, curb'st.

9. Guard, guards, guard'st; dwarf, dwarfs; urge, urg'd; mark, marks, mark'd, mark'dst, mark'st; furl, furls, furl'd, furl'st; form, forms, form'st, form'd, form'dst; scorn, scorns, scorn'd, scorn'dst, scorn'st.

10. Harp, harps, harp'dst; pierce, pierc'dst; burst, bursts; hurt, hurts, hurt'st; hearth, hearths; march, march'dst; curve, curv'd, curv'st, curv'dst; spears, spheres, shrill, skill; bask, basks, bask'st, bask'dst.

11. Nestle, nestles, nestl'st; list'n, list'ns, list'n'd, list'n'st, spar, spleen, spray; lisp, lisps, lisp'st; stand, strand; rest, rests, rest'st; length, lengths, length'n, length'n'd, length'n'dst; thrive, writhe, writhes, writh'd, writh'st; rattle, rattles, rattl'd, rattl'st, rattl'dst.