will become familiar with all three symbols. Some mode of representing the sounds should be adopted, however, and the pupils should learn to associate one symbol with each sound studied. The vowel sounds employed in the drill exercises at the beginning of each lesson are-ah as in arm, a as in ate, ee as in eve, oo as in ooze, oh as in oak, and aw as in all. In the second line the sounds of the short vowels are used as —a in at, e in end, i in it, oo in book, u in up, and o in odd. So far as practicable the words selected for drill have been arranged as follows: The first and second columns contain the consonant for study combined with the vowel sounds used in the drill exercises as, papa, pay, peel, etc.; pat, pen, pill, etc. The words in the third line contain the vowel sounds of ai in air, u in urn, u in use, i in ice, oi in oil and ou in out. In the first line on the second page the consonant is combined finally with the short vowels, as rap, step, lip, etc., and the second and third lines illustrate the occurrence of the sound finally and medially. In the lessons on the vowels the drill exercises contain the vowel sound combined initially with the breathed and voiced stop consonants as pi, ti, ki, bi, di, gi. The second line combines finally voiced continuants including the nasal consonants as-ith, iz, il, im, in, ing. The words for drill in the lessons on the vowels illustrate the sound studied combined with the consonants in the order in which they appear in the consonant table as-pin, been. miss, whip, etc. The sound being studied should be stressed in drill exercises and words. Unnatural emphasis, however, should not be used in the sentences and in selections for reading and memorizing. The frequen has bee present ill be The tion of pronun In ar those illustra have a tracts Serve author Pup one of The sentences have been selected with reference to the frequent occurrence of the sound illustrated. No attempt has been made to select sentences dealing only with the present life of the child. The pupils' original sentences will be of this type. The drill lessons on the substitution, omission, and addition of a sound will prove helpful in correcting errors of pronunciation, as "wery" for "very," "dis" for "this," etc. In arranging the quotations for reading and memorizing, those have been selected which contain the sound to be illustrated a number of times. The author and content have also been kept in mind. It is hoped that these extracts will serve to revive selections already familiar and serve as a slight introduction to the works of standard authors whose acquaintance has not yet been made. Pupils should memorize at least one quotation, frequently one of their own selection, to illustrate each sound taught. MODEL LESSON Pupils should be taught to make a sound correctly before taking the words and sentences for drill printed under it. The following lesson is suggestive only. It is to be hoped that each teacher will use her originality in planning lessons on the different sounds. Each sound should be introduced through words, and the child should hear it correctly before attempting to make it. Aim: To teach the pupils: 1. To recognize and make the sound of p. 2. To distinguish the sound from the name of the symbol which represents the sound. 3. To classify the sound (breathed or voiced). Teacher: How many of you have noticed that all people do not speak alike? Think of some one who speaks very well and tell why you think his speech is good. Pupils: He opens his mouth wide. He does not shout. He has a pleasing voice. He speaks loud enough to be heard. He speaks slowly. Teacher: All of these reasons for thinking one speaks well are very good, but probably the most important is: "He speaks distinctly." In order to speak distinctly one must make the different sounds which form words correctly. To-day we are going to study one of these xviii sounds. Pronounce these words and listen for the sound that occurs in each-Paul, paid, nap, reap, apple, pepper (teacher pronounces each word and the pupils repeat). What is the sound? Pupil: The sound is (child makes the sound of p). (Be sure that pupils distinguish between the sound of the letter and the name of the symbol.) Teacher: Place the hand before the lips and make the sound of p. What do What do you feel? Pupil: I feel air or breath. Teacher: Because p is made with breath alone it is called a breathed consonant.. Combine the sound of p with the vowels used in the vocal drill. (The vocal drill on p. 25 should be taught before giving this lesson.) Pupil: pah, pa, pee, poo, poh, paw. Teacher: Place the sound after the short vowels. Teacher: Pronounce these combinations and words—pah, papa. Pupil: pah, papa. Pupil: pa, paid. Teacher: pee, peep-poo, pool-poh, post-paw, Paul (children pronounce each group after the teacher). What combination occurs in post? Pupil: The combination poh occurs in post. Teacher: In paid? in Paul? Pupil: pa-paw. Teacher: Give words containing the sound of p at the beginning, or initially, as pole. Pupil: pull, part, past, pump, etc. (Teacher writes words on the board.) Teacher: Words containing the sound at the end, or finally, as rap. Pupil: sleep, map, rope, leap, etc. words in a separate column.) (Teacher writes these Teacher: Words containing the sound in the middle or medially. Pupil: vapor, captain, reaper, etc. Teacher: Give original sentences containing words in which the sound of p occurs. written on the board.) (Sentences should be Pupil: Pussy will leap to the top of the pump. Did Paul put the rope on the stoop? etc. Teacher: You may pronounce the words in the first line, Rose. Pupil: pull, part, etc. Teacher: The second line, John. Pupil: sleep, map, etc. Teacher: the last line, James. Pupil: vapor, captain, etc. Teacher: Read the first sentence, Alice. Pupil Pussy will leap, etc. Teacher: The second, Mary. Pupil: Did Paul put the rope, etc. Teacher: There are many words containing the sound of p. See how many you can find before our next lesson. Arrange them in three lines, the first containing the sound initially, the second finally, and the last medially. When the pupils can make the sound properly, drill on the words and sentences in the book should be given. This drill work will intensify the visual, auditory, and kinesthetic images of the sound and strengthen the organs of |