McGuffeys Fifth Eclectic Reader | Page 3

is a simple, distinct sound made by the organs of speech.
The Elementary Sounds of the English language are divided into Vocals, Subvocals, and Aspirates.
ELEMENTARY SOUNDS.--VOCALS.
Vocals are sounds which consist of pure tone only. A diphthong is a union of two vocals, commencing with one and ending with the other.
DIRECTION.--Put the lips, teeth, tongue, and palate in their proper position; pronounce the word in the chart forcibly, and with the falling inflection, several times in succession; then drop the subvocal or aspirate sounds which precede or follow the vocal, and repeat the vocals alone.
Table of Vocals.
Long Vocals. Vocal as in Vocal as in ----- ----- ----- ----- a hate e err a hare i pine a far o no a pass u tube a fall u burn e eve oo cool
Short Vocals Vocal as in Vocal as in ----- ----- ----- ----- a mat o hot e met u us i it oo book

Diphthongs. Vocal as in ------ -------- oi, oy oil, boy ou, ow out,now
REMARK 1.--In this table, the short sounds, except u, are nearly or quite the same in quality as certain of the long sounds. The difference consists chiefly in quantity.
REMARK 2. The vocals are often represented by other letters or combinations of letters than those used in the table; for instance, a is represented by ai in hail, ea in steak, etc.
REMARK 3.--As a general rule, the long vocals and the diphthongs should be articulated with a full, clear utterance; but the short vocals have a sharp, distinct, and almost explosive utterance.

SUBVOCALS AND ASPIRATES.
Subvocals are those sounds in which the vocalized breath is more or less obstructed.
Aspirates consist of breath only, modified by the vocal organs.
Words ending with subvocal sounds should be selected for practice on the subvocals; words beginning or ending with aspirate sounds may be used for practice on the aspirates. Pronounce these words forcibly and distinctly several times in succession; then drop the other sounds, and repeat the subvocals and aspirates alone. Let the class repeat the words and elements at first in concert, then separately.
Table of Subvocals and Aspirates. Subvocal as in Subvocal as in -------- ----- -------- ----- b babe p rap d bad t at g nag k book j judge ch rich v move f life th with th Smith z buzz s hiss z azure(azh'ure) sh rush

REMARK.--These sixteen sounds make eight pairs of cognates. In articulating the aspirates, the vocal organs are put in the position required in the articulation of the corresponding subvocals; but the breath is expelled with some force without the utterance of any vocal sound. The pupil should first verify this by experiment, and then practice on these cognates.
The following subvocals and aspirates have no cognates.
SUBVOCALS.
Subvocal as in Subvocal as in -------- ----- -------- ----- l mill r rule m rim r car n run w win ng sing y yet
ASPIRATES
Aspirate as in -------- ----- h hat wh when

SUBSTITUTES.
Substitutes are characters used to represent sounds ordinarily represented by other characters.
TABLE OF SUBSTITUTES.
Substitute for as in Substitute for as in ---------- --- ----- ---------- --- ----- a o what y i hymn e a there c s cite e a freight c k cap i e police ch sh machine i e sir ch k chaos o u son g j cage o oo to n ng rink o oo would s z rose o a corn s ah sure o u work x gz examine u oo pull gh f laugh u oo rude ph f sylph y i my qu k pique qu kw quick

FAULTS TO BE REMEDIED.
DIRECTION.--Give to each sound, to each syllable, and to each word its full, distinct, and appropriate utterance.
For the purpose of avoiding the more common errors under this head, observe the following rules:
RULE II.--Avoid the omission of unaccented vowels.
EXAMPLES.
Incorrect Correct Incorrect Correct --------- ----------- ---------- --------- Sep'rate sep-a-rate Ev'dent ev-i-dent met-ric'l met-ric-al mem'ry mem-o-ry 'pear ap-pear 'pin-ion o-pin-ion com-p'tent com-pe-tent pr'pose pro-pose pr'cede pre-cede gran'lar gran-u-lar 'spe-cial es-pe-cial par-tic'lar par-tic-u-lar

RULE III.--Avoid sounding incorrectly the unaccented vowels.
EXAMPLES.
Incorrect Correct Incorrect Correct ---------- ----------- ------------ ------------ Sep-er-ate sep-a-rate Mem-er-ry mem-o-ry met-ric-ul met-ric-al up-pin-ion o-pin-ion up-pear ap-pear prup-ose pro-pose com-per-tent com-pe-tent gran-ny-lar gran-u-lar dum-mand de-mand par-tic-e-lar par-tic-u-lar ob-stur-nate ob-sti-nate ev-er-dent ev-i-dent
REMARK I.--In correcting errors of this kind in words of more than one syllable, it is very important to avoid a fault which is the natural consequence of an effort to articulate correctly. Thus, in endeavoring to sound correctly the a in met'ric-al, the pupil is very apt to say met-ric-al'. accenting the last syllable instead of the first.
REMARK 2.--The teacher should bear it in mind that in correcting a fault there is always danger of erring in the opposite extreme. Properly speaking, there is no danger of learning to articulate too distinctly, but there is danger of making the obscure sounds