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sha sha sha sha | she shẻ | shi shi | shỏ shỏ shỏ : shů shů shů | shou.
tả tả tả tả | tẻ tẻ | tỉ tỉ | tỏ tỏ tổ | tủ tủ tủ | tou. thà thả thà thân | thè thẻ | thì thì | thò thỏ thỏ | thù thủ thủ | thou.
wha whả whȧ wha | whẻ whê | whi whi | whỏ whỏ whỏ | whủ whủ whủ | whou.
The object of this Exercise is to bring into proper play the muscles of the lips, and enable the pupil to pronounce with facility, v, w, and wh, in certain situations, and to distinguish between them.
wȧ - vá
vå - wå
wå - whå
wå - vå
wå - vå
wâ - whâ
wè - vè
wẻ - vẻ
wi - vi
wo - vo
VỎ a wỎ
vou - wou
tů - ků
thỏ - sở
thò - sở
gů dů - gå dů - gů dou-gou
tů - kú
THỦ - tủ
thủ - sủ thou - sou
kou The design of this exercise is to bring into proper action the
The object of this Exercise is to enable the pupil to utter perfectly the subvowels and aspirates, when they are the final elements of words.
ab eb ib ob ub ad ed id od ud ag eg ig og ug al el il ol ul am em im om um an en in on un
N, and NG, contrasted.
an, ang; en, eng; in, ing; on, ong; un, ung.
This Exercise exhibits the analysis of words in which there are easy combinations of elements. In the first column the words are presented as they are usually spelled; in the second, their elements are separated by hyphens. The pupil should spell the words, uttering, separately, each element, and not the name of the letter, as is generally done in the schools.
ang eng ing ong ung
af ef if of uf ak ek ik ok uk ap ep ip op up ash esh ish osh ush
at et it ot ut
ath eth ith oth uth
muscles which move the tip, and root of the tongue, and to contrast the elements, d and g, and t and k, which, by children, are sometimes confounded. The want of entire command of the muscles of the tongue and lips, is the reason why some persons speak thick, as it is called. A part of this Exercise is adapted to the case of lispers, those who substitute the subvowel Tн for ; and the aspirate th for 8.
This Exercise exhibits the analysis of words in which there are difficult combinations of elements.
This is an Exercise in Pitch. The first four notes, counting from below, belong to the natural voice; the fifth, to the falsetto. The pupil should pronounce the letters, a, e, i, a, in the ascending and descending order of the scale, and with the rising and falling inflection, as represented by the notes. He should then, in like manner, pronounce each vowel element- ascending and descending, as before.
-ú-ù- Mr. President,
|–á-à▬▬é-è--í-ì--ó-ò‒‒ú-ù- Mr. President, |—á—à—|—é-è—|—í—–ì‒‒ó–ò‒‒ú-ù- Mr. President,
|-á-à-—é-è-|-í-ì——6—ò‒‒ú-ù- Mr. President,
|-á-à-|-é-è-|-í-í-|-6-ò-|-ú-ù-| Mr. President,
The pupil should pronounce all the vowels, which admit of long quantity, alternately with the rising and falling inflection, through various intervals of pitch, as shown by the Diagram.
house, temple. thunder, battle, heaven,
A storm of universal fire blasted every field, consumed every house', and destroyed every temple.
Then shook the hills with thunder riv'n,
tower, shine, glad, terrible. man, woman, child, beast.
Ye are the things that tower, that shine, whose smile makes glad', whose frown is terrible.
They did not see one man, not one woman, not one child, not one four-footed beast', of any description whatever.
exulting, trembling, raging, fainting. disturbed, delighted, raised, refined.
Exulting, trembling, ra'ging, faint ing,
seasonless, herbless, treeless, manless, lifeless, death,
The populous and the powerful was a lump, Sea'sonless, herb.less, tree less, man'less, lifelessA lump of death — a chaos of hard clay,.