ARTICULATION W5 ■hrlS? m ^^ili^mii/a -HI s BOUGHT WITH THE INCOME FROM THE SAGE ENDOWMENT FUND THE GIFT OF Jienrij W. Sage 1891 The date shows when this vc_i...ie was taken. flinH I I nnm All books not in use for instruction or re" search are limited to four weeks to all bor- rowers. , Periodicals of a gen- eral character should be returned as soon as possible ; when needed beyond two weeks a special request should be made. Limited borrowers aja allowed five vol- umes for two weeks, —- with renewal privi- IBleges, when a book is not needed by others. Books not needed during recess periods should be returned to the library, or arrange- ments made for their return during borrow- er's absence, if wanted. Books .needed by more than one person are placed on the re- serve list. MM ■II !> -).i*-"" oiin 3 192 4 030 299 "I HV2487 .E46 e " Univers «l' Library A series of lese nn _ ■ '-* iiiillliliiiir and i '■«fR%/ ar,, X'}y^^M ■3X^l\a.rift5 A SERIES OF LESSORS ARTICULATION AND LIP-READING, COSTAINING FULL INSTRUCTIONS FOE TEACHING THE VARIOUS SOUNDS OF SPOKEN LANGUAGE, WITH COPIOUS EXERCISES; INTENDED AS A GUIDE FOR TEACHERS AND FRIENDS OF DEAF CHILDREN, ' AND A MANUAL FOR PRACTICE, IN LEADING TO THE ACQUIREMENT AND RECOGNITION OF SPEECH. RICHARD ELLIOTT, L.H.D., Head Master of the Asylum for the Deaf and Dumb, Old Kent Road, Surrey, and Margate, Kent. LONDON : l'CJBLISHED BY THE COMMITTEE OP THE ASYLUM FOR THE EDUCATION OF THK DEAF AND DUMB CHILDREN OF THE POOR, OLD KENT ROAD, SURREY, AND MARGATE, KENT, AT TUHIll OFPIGB, 93, CANNON STREET, E.C. COPYRIGHT, 1895. 3i IT PREFACE. comparatively few, to be the rule for the many. In addition, if we can induce in our pupil the ability to recognise in the facial motions made in the utterance of sounds, their word equivalents, and with such certainty that he requires only occasionally the repetition of a word, or the writing or spelling of a new and unknown proper name, we may congratulate ourselves that he is placed, in the way of receiving ordinary communications, as nearly on a level with his more highly endowed fellow-creatures as his circumstances admit of. And, provided the con- ditions are favourable, this point can be reached with the average pupil. In providing for the instruction of his pupils, and in presenting the matter of it, as is here attempted, the author has held that the minute distinctions which are often drawn between the various shades of sound, together with the nice discrimination with which it is sometimes attempted to shew the action of the vocal organs in making the various articulations, do not fall within the scope of practical teaching. He holds that, however interesting and important these may be from a theoretical point of view, and for the teacher's own needs, they con- template a point of progress unattainable by the great majority of congenitally deaf pupils. The simplest classification, the easiest explanation, are for our present purpose the best, alike for the teacher and the pupil. To import into the instruction of the deaf the teaching which is appropriate in the case of those who, having all their senses, are to be trained for the Church, the Bar, or the Stage, is to encumber the ground needlessly, and cannot conduce to general success. PREFACE. V The endeavour has been made in this work to give to the inexperienced teacher such practical aid as may be useful in his laborious work, and to the learner a copious series of exercises with the view of inducing correctness and facility of utterance. The remarks to teachers are embodied in the lessons themselves, with the idea that they are likely to be most useful when given in connection with the particular points at which difficulties may arise. The exercises consist, except in the early lessons, of words or parts of words. There is plenty of scope within these bounds for all the practice that is necessary, and no need to use impossible or unusual combinations of sounds. The phonotypes used are such as occur the most con- stantly, and are chosen with the view of aiding the pronunciation as much as possible, while the diacritical marks are those most commonly used in dictionaries. The various sounds are put in the sequence which the writer's experience has shewn to be conducive to their easy acquirement. And no principle better than this has been laid down, as yet, for their succession. The order has varied with different teachers, and as good results have followed from one and another, the order in which they are taught is not a matter of vital importance. That followed in these lessons, will be found, it is hoped, to have at least the merit of simplicity ; it has stood a long test of practical experience with successful results. In regard to Lip-Reading so called — that is, the art of reading the speech of others by the .observation of the visible effects made by verbal utterance on the organs of speech and the muscles of the face — the instruction goes VI PREFACE. on simultaneously with that in articulation. In teaching by what is called the Oral System, it is not only a means of communication, but also the main instrument of teach- ing. It is necessary, therefore, that it should be as fully available for the latter purpose as it can be made, especially with our young pupils. The system of teaching implies that it should be continually used. Unless this is the case, and the pupil has such constant practice, we cannot expect that reasonable degree of certainty in communication, with- out which it cannot be relied upon as a means of general intercourse. Our younger pupils have little or no know- ledge of words or the forms of language, and have mainly or entirely to rely upon the visible actions of the organ of speech for the identification of the component sounds of words. We, therefore, ask for them a fuller and more distinct view of those actions of the organs which are hidden or half hidden from view, and of such actions as are too rapid for untrained recognition in ordinary utter- ance, than is allowable in more advanced teaching. To put it in other words, we require that they be spoken to by their teacher much more slowly and with a greater degree of plainness than can be expected from ordinary people, or than we hope they will eventually require. We speak to tiem with greater deliberation and more distinct enunciation of the peculiarities of each component sound of the word. This may seem to be contrary to the views of some advocates of oral teaching, who have said, " Speak naturally to your pupil from the first." If by this is meant, that the teacher shall give as little clue to the recognition of the visible characteristics of the sounds in words as is given in the rapid utterance of ordinary PREFACE. Vll speakers, the present writer differs entirely from it. To follow such a practice is to begin at a point at which we should end, to require of our pupil at the outset an ability which can only be gained by long and patient instruction, and to make this task of gaining ability in lip-reading needlessly long and difficult. The present subject requires above all things that it should advance by easy gradations, and that the eye should be trained to recognise the various motions before they are made with the lightning speed of ordinary speech. In addition to this, we require to use with our young pupils such words and such forms of language as he has learnt the purport of. The ordinary teacher does the same thing, and reaches the intelligence of his pupils by what is called familiar language, reserving more exact nomenclature, more scientific definition, until an appro- priate period of education. In claiming for our pupil in the early stages of instruction such exceptional advantages as are here indicated, we believe we are more effectually leading him to dispense with them eventually, and to use and understand speech as ordinarily uttered, than by presenting to him " natural speech," so called, from the first. Of course, " natural speech " is the point we are aiming at, and when it can, with advantage and justice, be required and given, we shall expect him to speak in and read ordinary fluent speech. Notwith- standing what is said above, we are far from advocating in any communications "with the deaf, either at an early or a late period of their education, that exaggerated and hideous " mouthing " in speaking to them which some have practised. It is to be remembered too, that we are Till PREFACE. not dealing with pupils who have already a good knowledge of words, and of their possible and impossible sequence. If a knowledge of the spoken forms of language existed, we might trust, in a great degree perhaps, to the dis- criminating power of the judgment to select, in case of difficulties, the word appropriate to the sense, out of two or more similarly formed words, and to reject that which would be impossible or absurd. But language does not yet exist, and moreover, has to be acquired, as it were, by language itself. It is desirable in the earlier lessons that the teacher's mouth should be on a level with the pupil's eyes, or as nearly so as possible. And it will be an advantage if the position of the pupil is shifted from time to time, so that he may see the teacher's face at every angle sufficient for recognising the words. In regard to instruments for use in teaching, the only ones the present writer has found advantageous are little flat bone spoons, such as are sold for a penny each as salt spoons, a sheet of tissue paper hung up by the corners on a level with the child's mouth, and a good- sized hand-mirror, large enough to admit of both the teacher's and pupil's face to be seen at once therein. Care should be taken not to let a class of pupils speak simultaneously in class unless the articulation is correct, otherwise we shall be giving them practice in incorrect utterance, tending to perpetuate it. Nor should they speak aloud when learning anything by heart, unless great care in utterance can be ensured. PREFACE. IX In. conclusion, the writer trusts that the present manual may be found of use to many of those engaged in. the laborious but noble task of teaching the dumb to speak. In this all the aid which science and experience can give is needed ; and in thus recording the results of his own long and toilsome efforts, he trusts that he may have added at least a little to the common stock. And any effort, to put the unfortunate deaf-mute in possession of the inestimable faculty of speech — even if it be not perfect speech — and any aid, to induce the use of those organs with which God has provided him, with the manifest intention that they should be used, will not, he is sure, be deemed superfluous. INDEX A A A A and i, Lip-reading of A with Consonants . . . Accent Alphabet, The Articulation, Teaching of Aw Aw and o, Lip-reading of B B, p, m, Lip-reading of Breath Exercises Breathing C C combined with Consonants C, g, ng, Lip-reading of Ch Ch, sh, Lip-reading of Combined Consonants Common Words D Dental Exercises D, t, n, Lip-reading of Page 15 39 67 107 16 63 99 9, 18 20 113 29 109 3 8 57 58 110 53 108 36 115 33 8 105 Xll INDEX. Page E 44 E 41 E, i, Lip-reading of ... ... ... ... ... HI E, s, n, Lip-reading of ... ... ... ... 103 F 11 G 91 G, c, ng, Lip-reading of ... ... ... ... 110 H 11 I, a, Lip-reading of ... ... ... ... ... 107 I, e, „ Ill I 64 I 42 Initiatory Imitative Exercises ... ... ... 1 J 96 K 57 K combined with Consonants ... ... ... 58 K, c, ng, Lip-reading of ... ... ... ... 110 L 80 L combined with Consonants ... ... ... 83 L, Consonants following ... ... ... ... 85 Labial Exercises ... ... ... ... ... 6 Lingual Exercises ... ... ... ... ... 5 Lip-reading, Observations on ... ... ... 19 Lip-reading, distinction between some vocalized andunvocalized consonants ... ... ... 33 Lip-reading of similarly-formed Sounds ... ... 101 List of Sounds and Combinations ... ... ... 96 M ... 71 M combined with Consonants ... ... ... 73 M, p, b, Lip-reading of ... ... ... ... 10'.) INDEX. Modulations of. Sound Mouth Exercises K N combined with Consonants Nasal Sounds ... N, e, s, Lip-reading of Ng .,,. .,.. ... Ng, c, g, Lip-reading of X, t, Lip T reading of O Oi, 07 Oo Oo Ou, ow... p P, b, m, Lip-reading of Pronunciation Qu R R combined with Consonants Recapitulatory Exercises R following a, S S, e, 1, t, Lip-reading of S combined with Consonants Sh Sh, ch, Lip-reading of Sounds and Combinations T XIV INDEX. Page Th 12 Th 28 T, d, n, Lip-reading of ... ... ... ... 105 IT 66 U 23 V 27 Vocal position Exercises ... ... ... ... 2 Yowels, Correct Sounds of ... ... ... ... 18 ,, 1st Series ... ... ... ... ... 13 2nd „ 39 3rd „ 60 W 37 Word Exercises ... ... ... ... ... 35 Y, initial 42 Z 93 Zh 96 LESSORS IN ARTICULATION AND LIP-READING. PRELIMINARY IMITATIVE PHYSICAL EXERCISES. These Exercises are to be imitated by the pupils from the teacher's example and in unison with him. They are useful at the commencement of instruction to induce habits of ready imitation and obedience. They may be used, during the whole period of ele- mentary instruction in articulation with young children, with advantage for this purpose, periodi- cally, as at the commencement and end of the lesson, and when the attention, to the strictly educational work, begins to flag. Stand up. Sit down. Stoop forward ; backward ; to the right ; to the left. Swing right leg ; left leg ; forwards, backwards, and sideways. Walk, arms still ; arms swinging. B I LESSONS IN ARTICULATION AND Motions of the Head : From left to right, from right to left. Bend forward ; backwards ; up and down; on the right shoulder; on the left shoulder. Look from one point to another, shewn by pointing, as e.g. from the floor to the ceiling ; from the wall to the door ; from the bottom to the top of an object. Motions op the Arms and Hands : Up ; down ; behind ; on the head ; on the shoulders ; extend for- wards, sideways, backwards ; make circular move- ments, lateral movements. Motions op the Hands and Fingers : Open; closed; bent ; turned ; open and closed in succession ; the fingers each opened and closed in succession, begin- ning with the thumb, also beginning with the little finger ; combinations of various fingers ; various fingers extended and bent ; clapping, palm to palm, palm to back ; also clapping each other's fingers. Each of the above may be repeated several times in quick succession. § 1.— Vocal Position Exercises, preliminary to Oral Instruction. These exercises are intended to form in the pupil the habit of imitating with exactness the various positions the visible organs of speech assume in the utterance of definite sounds ; and to enable him to gain, by practice, ready command of the muscles which control the movements of these organs, and LIP-BEADING FOE DEAF CHILDREN. 6 facility in using them. It is to be remembered that up to the period when instruction is commenced, the congenitally deaf pupil has had no occasion to move his lips, tongue, &c, in any definite way. And there may be at first, and for some time subsequently, a considerable amount of effort apparent before he can bring these organs into complete and ready obedience to his will. The following exercises, or some of them, after they have been well mastered, may be used occasion- ally with advantage, during the whole or a consider- able part, of the time devoted to the acquirement of the elementary sounds. The exercises are meant to be unaccompanied by sound. It is expected that each of them will be repeated many times, when they are done with facility. A looking-glass or a full-sized hand mirror should be used, so thaf the pupil may see, by the reflection of his own face in it, that he is imitating his teacher correctly. § 2. — Mouth and Breath Exercises. 1. Close the mouth, letting it remain so an appre- ciable time. 2. Close the mouth and puff out the cheeks. 3. Open the mouth gradually to its fullest extent. b 2 4 LESSONS IN ARTICULATION AND 4. From the mouth wide open, close it gradually. 5. Make an expiration of the breath with the mouth open. [Let the pupil feel the emission of the breath upon the back of his hand. A lighted candle may be held in front of the mouth and used to shew this, the pupil being required to produce the same effect as his teacher. A sheet of tissue paper held or tied up by two corners will also be useful for the same purpose.] 6. Make an inspiration of the breath with the mouth open. 7. Make a marked inspiration and expiration of the breath, to shew the pupil the difference between them. In illustration, one of his hands may be placed on the teacher's chest, the other on his back. 8. Make a long inspiration, and close the mouth and nose ; then let the breath escape quickly ; in another example, slowly. 9. Make a succession of strongly marked inspira- tions and expirations, i.e. breathe " hard." 10. Let the breathing be varied according to examples given ; viz., slow, fast, strong, normal. 11. Do exercises 5, 6, 7, 8 with the mouth closed. 12. Endeavour to get correct breathing with the consciousness of it on the part of the child. LIP-READING FOE DEAF CHILDREN. O § 3. — Lingual Exercises. 1. Let the tongue lie flat in the mouth, the mouth being wide open, the uvula apparent. (This position of tongue may be secured by making the pupil breathe hard.) 2. Do the same exercise with the mouth less open. 3. Put the tongue out to its full length, covering the lower lip. 4. Do the same, covering the upper lip. 5. Move the tongue from one position to the other. 6. Close the teeth on the tip of the tongue, the lips being apart. 7. Close the lips with the tongue in this position. 8. Project the tongue, doubling it longitudinally. 9. Place the teeth slightly apart, and let the tongue be seen filling up the interstice all round, but not projecting beyond the teeth (as in its position for n). 10. Open the mouth, and place the tip of the tongue at the root of the upper teeth. 11. Do the same with the tongue to the lower teeth. 12. Gro from one position to the other. O LESSONS IN ARTICULATION AND 13. Repeat exercise 10, the tongue touching the arch of the hard palate (I) . 14. From this position, make the tongue descend quickly with a jerk. 15. From position 11, let the tongue ascend with a jerk. 16. Press the tongue against the teeth, as in ex. 9, and let it move from inside to outside. 17. From position 11, draw the tongue back, covering the soft palate. 18. Curl the tip of the tongue upwards (as in r sound), and draw it back without touching the palate. 19. With the teeth apart, place the tip of the tongue in contact with the upper teeth, and draw it back, the sides of the tongue not touching the teeth. 20. Do the same with the tongue touching the lower teeth. 21. Do the same two exercises with the teeth nearly closed. § 4. — Labial Exercises. 1. Open the mouth wide, giving it its fullest extent longitudinally. 2. Do the same, extending it laterally. LIP-KEADING FOE DEAF CHILDREN. I 3. From one position to the other. 4. Half open the mouth, as in No. 1. 5. Half open the mouth, as in No. 2. 6. Pout the lips, making a somewhat large orifice. 7. Do the same with a small orifice. 8. Close the lips, and let them remain closed without pressure. 9. Open and close them thus. 10. Close them with pressure. 11. Open and close them thus. 12. Do the same as No. 10, with the cheeks puffed out. 13. Open and close them thus. 14. Blow through the lips. 15. Blow through the lips with the cheeks puffed out. 16. Blow through the pouted lips. 17. From exercise 1 to 6 and 7. 18. From exercises 6 and 7, to 1. 19. From exercise 2, to 6 and 7. 20. From exercises 6 and 7, to 2. 21. With the teeth apart draw up, the lower lip "between them. 22. Do the same with the upper lip. 23. The same, drawing in both lips. LESSONS IN ARTICULATION AND § 5. — Dental Exercises. 1. Close the teeth. 2. Clench the teeth. 3. Close the teeth on the tip of the tongue. 4. Clench the teeth on the tip of the tongue. 5. Close the teeth on the lower lip. 6. Close the teeth on the upper lip. 7. Go from one position to the other. § 6. — Lower Jaw Exercises 1. Drop the jaw. 2. Protrude it. 3. Draw it back. 4. Move it to the right. 5. Move it to the left. 6. Go from one to the other of i the above exercises. Particular attention should be paid at this, and, indeed, at every stage of instruction to the pupil's respiration, with the view of correcting anything that may be abnormal, and of inducing natural and regular breathing. Before commencing to use the voice in articulating sounds, exercises should be given to induce the gradual emptying of the lungs after a deep inspiration. The effect of this may be shown by the help of a lighted candle or a sheet of tissue paper, as mentioned before. LIP-BEADING FOE DEAF CHILDREN. § 8. — Practical Remarks. The main purpose in view, in our present teaching, is to gain the ability to utter intelligibly the sounds which are the elements of words. Words are intro- duced in these lessons, and at first, mainly, as exemplifications of the sounds, and not necessarily, at this stage, with the idea of their further use. Their use in " language " will come afterwards as a separate branch of instruction. When the power of correct utterance of the essential sound is gained, and the attention can be concentrated on the meaning rather than the form of the word, such use will be more easily gained. At the same time, the signifi- cance of such words as are names of objects near at hand, present no difficulty, and may be acquired. This will give the pupil interest in his lessons, and will make him. understand the object of the laborious and often uninteresting work he is engaged in. The object at this stage, it must be remembered, is to gain clear and correct utterance, and not a large vocabulary of indifferently articulated words. The mode of procedure intended to be followed here, is to gain, first of all, the required sound, and when this is clearly got, to shew the pupil the character or characters by which it is phonetically represented — its phonotype. The consonants are taught at first, 10 LESSONS IN ARTICULATION AKD apart from the vowels by which, they are accompanied in ordinary utterance ; but it is intended that they should be so taught only as a means for their correct acquirement and identification ; therefore, when this end is attained, practice with the single consonant should cease. The same remark applies to the series of short vowels marked ". Distinctness of utterance, more especially in the case of the breath consonants when final, must be insisted on, especially in the early lessons ; the strong tendency is to make them so faintly as to be indistinguishable to the ear at a short distance. In teaching, if after repeated attempts the sound is still not correct, and the pupil is tired and disheartened with failure, leave it for a time and pass on to another ; but never pass it by without letting him understand that his mispronun- ciation is not to be permanently adopted. In other words, do all you can to prevent him from forming the habit of incorrect utterance of the sound or word ; a bad habit once formed may be almost impossible to alter. The teacher, too, should not allow himself to get into the bad habit of acquiescing in a mistake, because his ear gets accustomed to it. The same remark will apply equally to the tone of the voice, the volume of sound, or any practice when objectionable. The great points to be kept in view are distinctness and naturalness of utterance on the part of the pupil, and every effort should be made to gain them. LIP-BEADING FOK DEAF CHILDREN. 11 § 9.-H. Open the mouth to some extent, the tongue lying flat, and breathe strongly. When the pupil does this shew him the letter and let him understand that this character is applied to what he has done. § 10.— F. Place the upper teeth lightly on the lower lip, shewing the teeth slightly, then emit the breath between the lip and teeth. Do not let the pupil do this with a jerk, but gently and continuously. When it is satisfactorily done, attach to this move- ment the written character § ll.-P. Press the lips together slightly, and force out the breath suddenly, at the same time that you open them. The pupil should not puff out his cheeks. Then give the appropriate letter 12 LESSONS IN ARTICULATION AND § 12.— Th (in breath). Place the tip of tlie tongue between the teeth, which are to be slightly pressed upon it. The upper lip should not be in contact with the tongue. Then emit the breath. Afterwards give the character th Note. — The requisite degree of force with which the breath is to be emitted in the above formations, may be shewn, as already mentioned, by using a lighted candle, a piece of tissue paper, or the back of the hand. The ordinary letters and their combinations are used as far as possible as phonotypes. It is believed that this is a more effectual means to learn the complicated pronuncia- tion of words than such arbitrary characters or marks as are sometimes used. And in order to convey to the mind of the pupil in the early periods of instruction the fact that some combinations of two letters, as above, represent but a single sound, it is recommended that they be written close together, so that the double letters may seem to be but one character. It is to be remembered that the pupils have not as yet learnt the distinctions between the written characters. § 13. — Exercises. h f h p h th f p f th p f p th f f f f f p p p p p th th th th th p f th f p th th p f These and similar exercises are to be read off the LIP-BEADING FOE DEAF CHILDREN. 13 lips of the teacher, and the several characters by which they are indicated to be indicated by him. § 14. — A (in father). We now endeavour to get the pupil to utter a definite sound. In doing this, get him to do one of the exercises already given, and to add to it some vocal utterance. He may be induced to do this after feeling the vibration which such sound causes in the teacher's throat and chest, noting also its absence when no sound is made. Very frequently such combinations as pup pup pup bub bub bub will be at once given in response to such examples. When there is some amount of hearing, a sound may be shouted into his ears to induce him to use his voice ; or he may be induced to laugh aloud, and his attention be drawn to the vibration made by the sound in his own throat, by the touch of his own finger. We commence with our first series of elementary vowel sounds. Those chosen are mainly distinguished by the shape of the oral aperture, regulated by the movement of the lower jaw, and in them the tongue plays only a subordinate part. 14 LESSONS IN ARTICULATION AND This group is taken in the following order : — a (in [father) ; aw (in saw) ; o (in of) ; 06 (in foot) ; 00 (in spoon) ; u (in bub) ; er* (in serf). In teaching the sound of a in father and in all the other elementary sounds, be careful, first of all, to get the pupil, by imitating your example, to place the Tocal organs concerned in their utterance in the proper position. Having done this, make the sound, and require him to do so too. If after a certain number of trials he does not succeed in giving the required sound, pass it over for a time ; long per- sistence in unsuccessful attempts may irritate or discourage him, and to do this will be very un- fortunate at this stage of progress. We must rather * The above sound of er, at any rate as spoken in the South of England,'is as much a simple elemental sound as any of the above, and can be more easily acquired by the deaf, as such, than by any arrangement of the separate letters. If it be allowed that the fundamental sound of the combination er as usually uttered is short e, and that this e is in this case modified by the following r, into the sound which usually represents er, this combination, if it be a combination of the two sounds, has no resemblance to either of the several sounds. The r is distinctly present, however, where the following letter is a vowel ; but in all other cases is suppressed. No difficulty will arise from this exception in teaching the deaf. LIP-READING FOR DEAF CHILDREN. 15 endeavour to put him on good terms with himself, and make him feel that he has the ability and power to do what is required of him. The pupil is to open his mouth wide, his tongue lying quite at rest, and then with a strong vibration of sound in the chest and the throat utter the sound of a to be followed as before by its written representative. § 15. Having obtained a, next endeavour to modulate the volume of sound uttered, using the crescendo and decrescendo musical symbols. The exercise may be written on a large sheet or blackboard. a Also determine the length of time the sound is sustained, by drawing a pointer along long and short lines following the letter representing the sound, during the time of uttera.nce. a a — — — — — — — — — 16 LESSONS IN ARTICULATION AND Each of these exercises, and of those which follow, is to he uttered with one emission of the hreath. Before each the pupil is to be induced to make a perceptible inspiration of the breath. Endeavour to make the children rise from a low pitch of voice to a higher. » r r r r In all these exercises the organs concerned in the utterance of the sound are to retain the same position, without alteration. § 16. — Combinations of a with consonants. Care should be taken to get the pupil to make a complete fusion of the vocal sound with that of the consonant ; and also to utter the latter distinctly, especially when it is final. aha, a f a, a p a, a th a, a f, a p, a th, A succession of several of each combination to be uttered in one breath. Each exercise is to be said clearly and distinctly, and without drawling. ha ha ha ha ha fa fa fa fa fa p a p a p a p a p a th a th a th a tha th a af af af af af LIP-READING FOB DEAF CHILDREN. 17 a p a p a p a p a p a th a th a th a th a th Note. — These and other similar exercises are intended first of all to be taken from the teacher's lips, then read off the book, sheet or blackboard, and finally to be pointed out on one of them from the teacher's utterance. Of course this is not intended to be done only in the con- secutive order set down here. They may be read off by line and column, and in different degrees of loudness, but always distinctly. § 17. — Exercise. f a p a f a p a f a p a f a p a f a th a f a th a f a th a f a th a p a f a p a f a p a f a p a f a a f a p a f a p a f a p a f a p h a f a haf a haf a haf a p a th th a p h a th pap p a f f a p thaf th a th haf p a th papa § 18.— O (in not). From the position of the organs for the utterance of a, make the modifications as follows : Raise the lower lip, turning it in slightly so as to cover the lower teeth. The opening of the mouth will thus be smaller than for the a sound. Then give the sound c 18 LESSONS IN ARTICULATION AND of 6 in not, and shew the pupil that its written representative is Note. — In uttering the exact sounds of the vowels, especially of the short ones, the teacher, if in any douht as to his own rendering of them, should repeat the pattern word, elongating the vocal part, and dropping in utter- ance the initial and final consonant respectively, until the vowel sound only remains. He should himself practise the sound he gives to his pupil before the looking-glass, carefully noting the peculiarities of its organic formation, in the most natural way. He should endeavour to put himself in the position of his pupil, who has as yet no ability to perform such feats of vocal gymnastics or varia- tions from a correct model of utterance, which his own long training in speech and continual practice enable him to do. The nearer he can get to a strictly normal mode of utterance of the sounds to present to his pupils, the better for them. As yet and for some time there will be a want of flexibility in the vocal organs on their part, and they cannot be expected to pass from one sound to another without a conscious effort of the will. This flexi- bility we may hope practice will eventually give. Nor can it be reasonably required that their utterance at this stage should be put in comparison with that of the hearing, who have so vast an advantage in acquiring speech over the deaf. Our pupils have only touch and sight to aid them in a work which is often a difficult one for those who have the immense help which hearing, with all its possibilities of constant practice, gives. It is highly desirable that LIP-BEADING FOB DEAF CHILDBEN. 19 correctness and distinctness be aimed at, even if the utterance be slow. It is absurd to expect the rapidity allied with correctness, which hearing makes, possible ; to attempt to gain it now will only end in indistinctness. The same considerations apply to lip-reading. Distinct- ness in the examples given by the teacher for the pupil to read, the clear presentment of the formation of the sounds, so far as they are visible, is of the utmost import- ance at first. When the eye becomes trained, at an after period, to notice the organic movements as presented in ordinary utterance, and to follow the rapid glides from one to another, then we may begin to speak " naturally " to our pupils, and expect them to follow us. " Lip- Reading " should not be " educated guessing " ; it may be taught as a definite art, and, as such, must depend upon what can be made evident to the sight. Its highest possibility can only be gained by its being taught in a systematic and intelligent manner and by easy gradations. § 19.- -Exerci se. of 6 p o th of op o th of p of of p of of thof oth p 6 th oth f oth oth th 5 th op pop 6 p fop o p th 6 p f of f of fop fop f o th f 6 th hof hof hop hop h o th h oth p o f p 5 f pop pop p 6 th p o th thof thof th o p thop tho th thoth ho p pop fop c 2 20 LESSONS IN ARTICULATION AND § 20. — Aw (in saw). Let the mouth take the position for the utterance of the last vowel, then bring the lips more closely together, making a smaller and more rounded open- ing, the lips being somewhat tense. When the sound is obtained, write as its phonotype aw § 21. — The Sound Modulated (see Lesson 15). aw aw aw r r r r § 22.— Exercise. aw aw aw aw aw a aw a aw a aw a aw h aw f aw p aw th aw LIP-BEADING FOB DEAF CHILDBEN. 21 aw f aw p aw th aw f h aw f aw f p aw f aw f th aw f aw p h aw p aw p f aw p aw p p aw p aw th h aw th aw th f aw th aw th th aw th h aw f f aw f p aw f th aw £ h aw p f aw p p aw p th aw p li aw th f aw th p aw th th aw th f aw t aw f p aw th aw f aw § 23.— Oo (in foot). From the position of the lips in the last sound, bring them more closely together, slightly pouting them. The back of the tongue should be raised a little, the teeth kept apart ; the aperture made by the lips should be apparent. This is the forma- tion of 66 (as in foot). § 24. — Exercise. 00 f 00 f 65 f 66 f 00 r oo p 65 p 55 p 65 p 55 p oo th 56 th 56 th 65 th 56 th 65 f h 55 f 65 f f 55 f 22 LESSONS IN ARTICULATION AND 65 f p 55 f 65 f th 66 f 65 p h 65 p 65 p f 66 p 55 p p 65 p 55 p th 55 p 66 th h 55 th 65 th f 55 th 55 th p 55 th h 55 f f 55 f p 65 f th 55 f h 55 p f 65 p p 65 p th 55 p h 65 tli f 55 th p 55 th th 56 th § 25. — 00 (in spoon). In the next sound the lips are brought still more closely together, with a more decided pout, the back of the tongue being a little more raised. This makes the sound of 00 (in spoon). § 26.— Oo Modulated. Write out the modulation marks as in § 15, and practise the children carefully in the sound of oo. Note. — Great care should be exercised by the teacher that the oo sound, both singly and in combination, should be given by the pupil without the addition of any further vocal sound. Deaf children are apt to add the short sound of u to this sound — thus, spooun for spoon ; mooun for moon. The sound must not be prolonged when the lips are withdrawn from the oo position. Care in the beginning may obviate a glaring fault, often very difficult to overcome in after periods of instruction. LIP-READING FOE DEAF CHILDREN'. 23 § 27. — Exercise. 00 00 00 00 00 00 a aw 00 a aw 00 h oo f 00 p 00 th oo 00 f oo p 00 th oo £ oo p oo th 00 f h oo f 00 f f oof 00 f p 00 f 00 f th oo f oo p hoop oo p f oo p oo p p oo p oo p th oo p oo th li oo th oo th f oo th 00 til p oo th oo th th oo th ll 00 f f oof p 00 f th oo f h oo p i f oo p p oo p th oo p h oo th f oo th p oo th th oo th § 28.— U (in but). From the position of the organs for aw, draw the corners of the mouth considerably bach, making the opening somewhat oval-shaped. The tongue should lie quite flat in the mouth. The phonotyye will be U §29. if uf uf uf iip U p ii p iip 24 LESSONS IN ARTICULATION AND uth u. th u. th uth uf h uf uf fuf uf p u. f ii f thuf ii p hup u. p f up u p pup u. p th up uth hiith ii th futh uth puth uth thuth h 11 f f u f p ii f th ii f h u p f u P pup th u. p h ii th f u. th p ii th thiith § 30.— Er (in fern). From the position appropriate to u, nearly close the teeth, and extend further the corners of the mouth. This, with the spoken example, will illustrate the combination er § 31. — Use this Sound with the Modulations, as before, in § 15. * The sounds of er as in father, ur as in fur, ir as in stir, are, if not quite identical, so nearly allied that for the purpose of teaching the deaf they may be considered to "be so. LIP-READING FOR DEAP CHILDREN. 25 § 32. — Exercise. er er er er a aw oo er a aw 00 her f er p er th er er f er p er th er f er p er th er f f er f erf p er f erf th er f er p f er p er p p er p er p ther p er th f er th er th per th er th th er th ferf f er f p er f p er f th erf th er f h erf her f h er p h er p her th h er th f er p f er p f er th f erth p erth p erth th er f th er f th er p th er p th er th th er th f a th er f er th er it th er p er tl f er th h er th er § 33. — Exercise. a aw 00 er h a h aw h oo h er fa f aw f 00 f er p a p aw p 00 p er 26 LESSONS IN ARTICULATION AND th a th aw th oo th er of 65 f uf of 66 f uf op 56 p u p o p 66 p up 6 th oo th uth 6 th 65 th u th af of aw f 56 f 00 f uf erf a p o p aw p 55 p oo p u p er p a th o th aw th 65 th oo th u th er th The whole of the foregoing exercises should be well gained by the pupil, both from the point of view of articulation, and also of lip-reading. They should be taken first of all from the teacher's lips, and then from the book or sheet. At this point and afterwards he may write down the characters, which represent the sounds and combinations of sounds spoken, upon his slate or upon the blackboard. § 34. — Exercise for Speaking and Lip-reading. p a th p ii th a p er u p er p er p pup p er f p u f h 55 f h oo f uth er th p 6 th p aw th f ath er f er th er u. th er er th er p 6 th er p aw th er aw th er a th er p 6 p er p aw p er LIP-BEADING FOR DEAF CHILDREN. 27 th er p th u p hop er h u p er li a f hiif p aw f p u f h oo p er h oo p er th aw th oo h a f of th er p a th hop aw f th er pa th § 35.-V. Direct the pupil to utter/, and then to make a strong vibratory sound, which will be felt mostly in the lower lip and the upper teeth. Then be is to attach to tbis compound utterance the letter § 36. — Exercise. fa v a f aw v aw f 00 V oo f er v er v a fa v aw f aw V oo f 00 v er f er v a y aw V 00 v er af a v of V aw f aw v 00 f 66 t 00 f 00 V uf 11 V erf er v av ov aw v 66 v 00 V uv er v a v h av 6 v h ov 28 LESSONS IN ARTICULATION AND aw v h aw v 66 v h 55 v 00 V h oo v uv h ii v er v h er v f a v f 6 v f aw v f 56 v f 00 V fiiv f er v pay p 5v p aw v p 55 v p 00 V p 11 V p er v th a v th o v th aw v th 66 v til 00 V th u v th er v f er v er h li v er v er v v aw t V o t p 5 v er § 37.— Th (in them). The vocalized th is formed like the breath tl , with tlie addition of the vibration to be felt in the throat and teeth. This form of th is written thick — th § 38, —Exercise. th a th a th aw th aw th oo th oo th er th er a th a th 6 th 6 th aw th aw th 65 th 66 th oo th oo th iith iith er th er th th a th aw th oo th er LIP-READING FOB DEAF CHILDREN. 29 a th 5 th aw th oo th oo th u th er th h a th h 6 th h aw th h 56 th h oo th h u th li er th f a th f 6 th f aw th f 65 th f oo th f u th f er th p a th p 5 th p aw th p 65 th p oo th p u th per th f a th er f er th er u th er § 39.— B. The vocal organs are to take the position for p, but with less pressure of the lips and a little fulness in the cheeks. Then the vibration of the voice is to be felt in the larynx and in the cheeks and lips. And simultaneously with the production of the sound the lips are to open after gentle pressure. This is after the formation of Great care must be taken that the sound ceases with the opening of the lip, and is not continued for an instant beyond. There is a great tendency to do this on the part of the pupil, thereby forming after the consonant the vocal sound, ft or er ; thus, rubft or ruber instead of rub. 30 LESSONS IN ABTTCTTLATION AND § 40. — Exercise. p a b a p aw b aw p 00 b oo p er b er a p a b 6 p 6 b aw p aw b 65 p 56 b oo p oo b ii p u b er p er b b a b aw b oo b er a b 5b aw b 56 b oo b ii b er b b a b hob h aw b h 56 b li oo b hub h er b lab fob f aw b f 55 b f oo b f ub f erb p a b p ii b p aw b p 55 b p oo b pub p er b Tab v o b v aw b v 65 b T oo b v ii b v er b th a b th 6 b th aw b th 55 b th oo b th ii b th er b th a b thob th aw b th 66 b th oo b thub th er b b a b bob b aw b b 55 b b oo b b ii b b er b p a tli b a th pop b 5 b LIP-BEADING FOR DEAF CHILDREN. 31 p oo p b oo b fop fob paper b a b er h er p b er b pilfer b u f er p o th. er b o th er v er p v er b p op th b oo th hop hob u b u. b § 41.— T. In the formation of t, the teeth, should be nearly closed, the tongue raised, and the top of it pressed against the palate near the upper front teeth. Then the tongue is suddenly withdrawn, and the breath simultaneously with this action forcibly expelled, the teeth being at the same time slightlv separated. This is the formation of § 42. — Exercise. pt pt pt p t t a t aw t 00 t er at 6 t aw t 00 t it er t 00 t 32 LESSONS IN ARTICULATION AND a t hat a t fat a t pat a t tli a t 6 t tot 6 t f 6 t 6 t pot 6 t tbo t aw t t aw t aw t f aw t aw t p aw t aw t th aw t aw t v aw t aw t b aw t 66 t t 66 t 66 t f 56 t 65 t p 66 t 66 t tli 66 t ^ w i oo t v 65 t 00 t b 66 t 00 t t 00 t 00 t f 00 t 00 t p 00 t 00 t th oo t 00 t V 00 t 00 t ll 00 t lit tilt ut f iit ut put ut thut ut V u t ut but er t b er t ert f er t er t p er t er t th er t er t v er t er t b er t aw t b aw t f 66 t t oo th b oo t p 66 t but but tub t u th. er b u 1 b a t er t a t er pot p 6 t er t aw t t 6 t er 6 t er u t er f aw t LIP-READING FOE DEAF CHILDREN. 33 § 43— D. The pupil should utter t, which, except for the absence of resonance in the throat, is similarly formed to d. Make this resonance apparent to his touch, together with the movement forward of the cartilage above "Adam's apple" which accompanies it, and when this is satisfactorily done write down as its representative d The same remarks that were made in reference to b, as to the tendency on the part of the pupil to add a vocal sound after the completion of its utterance when it is a final letter, apply equally to the utter- ance of d. " Bad " may become " badu " or " bader," unless great care is now taken. Attention to this point is very necessary, as final d is very common in words. Note, too, in lip-reading that there is little or no perceptible difference in the organic representation of / and v, of p and b, th and th, t and d. The collocation of the letters in the words, and eventually of words in a sentence, will in time supply the power to discriminate between them. § 44. — Exercise. t a d a t aw d aw t 00 d oo t er d er a t a d o t 6d aw t D 34 LESSONS IN ARTICULATION AND aw d 66 t 65 d ut ud er t er d a d 6d aw d 66 d oo d ud er d d a d aw d oo d er had hod h aw d h 66 d h oo d hud h er d fad f 6d f aw d f 66 d f oo d fud f er d pad pod p aw d p 65 d p oo d pud p er d th a d thod th aw d th 55 d th oo d thud th er d tad tod t aw d t 55 d t oo d tiid t er d bad bod b aw d b 65 d b oo d bud b er d dad dod d aw d d 66 d d oo d dud d er d daf d 6 p d aw th d 65 th d oo v d u th d er b d aw t dod d XL V do d er d u f er b a t er d f o d er d d aw t er b 6 th. er d f o th. er d fa therd t 5 t er d LIP-EEADING EOE DEAE CHILDREN. 35 § 45. — Word Exercises. Words composed of sounds within the scope of the instruction given, are interspersed now and henceforward in the lessons. As opportunities occur, they may be used after the capability of forming the sounds of which they are composed, and of readily understanding their purport, is gained. But the main object of our instruction, at present, is clear andintelligible pronunciation; direct instruction, having as its object the use and meaning of words and phrases, will follow at a later period. The word, as well as the sound, should be first spoken and learnt from the lips, not from writing ; for we desire that instruction should follow as far as possible the analogy of that of ordinary children, to whom the spoken word is the real name — that upon which the mind dwells in thought — the written character representing this spoken word. And as the characters called letters do not, as they are written in words, always have the same value and sound, nor yet in every case the sound which has been learnt as the normal one, it follows that in lip- reading the pupil will render phonetically, and not literally, the utterance of the speaker. And if he be required, for the purpose of testing the accuracy of his reading, to reproduce in writing the utterance of the speaker, he may spell the words by their pho- netic equivalents, exactly as a hearing child does in u 2 36 LESSONS IN ARTICULATION AND speaking and writing before he has learnt to spell correctly. In this our pupil will be at no disadvantage as compared with the " hearing " scholar, but will learn conventional spelling eventually in a similar way to that which he follows. This spelling in the more common words will be placed in parentheses in these lessons. f 00 t t oo th h oo f b oo t f a th er b a th bud dot f oo d p aw pot b oo th top tub p a th h er d hod h 66 d hob bob hop hot b u t er (butter) h a (bar) d er t (dirt) *h a p (harp) t oo (two) b 6 th er b er d (bird) baber (barber) d u v ( dove) d aw er (door) p 5 t er f er (fur) b aw t § 46. — Combined Consonants. These combinations should be very carefully given and practised, and every effort made thoroughly to * The r, when it follows a, is practically silent in the pronunciation which prevails in the South of England. We do not enter upon the question as to whether this is or is not correct ; but as it is considerably more easy to the deaf to suppress the ;-, we follow the practice in our instruction. LIP-READING FOE DEAF CHILDREN. 37 join them, so that the one shall merge completely into the other. The same care should be taken in reading them from the lips, so that the presence or absence of one or the other may be easily and readily recognised. ft pt b d vd a f aft of 6ft aw f aw ft 65 f 66 ft oo f oo f t u f uft er f er f t a v avd 5 v 5vd aw v aw v d 56 v 55 yd oo v oovdiiv uvd er v er v d ap apt 5p opt awp awpt 56 p 65pt55p 66 p t u p upt er p er p t a b a b d 5b 6bd awb awbd 65 b oo b d oo b oo b d u. b ubd er b er b d after ubaft 6ft toft tuft puft to pt ertbt baft booft bavd dubd b5bd dawbdtiibd § 47.— W. W consonantal is formed nearly like oo. But the lips are somewhat more protruded, and there is a slight muscular contraction during the utterance, 38 LESSONS IN ARTICULATION AND drawing the lips closer together and making the oral aperture smaller. Wh is the aspirated form — hw, but the difference is so slight that the deaf child need not now be troubled with it. Attempting to teach it now often leads to the substitution of the / sound for the one sought — thus, fwot for what. Having obtained the required sound in combination with a vowel, write as its representative W w a w aw w oo w er § 48, — Exercise. w a f w 5 f w aw f w 00 f woof w er f w a v w 6 v w aw v w 65 v W OO V w er v wap wop w aw p w 56 p w oo p w er p "vv a b w 6 b w aw b w 56 b w oo b w er b wath w 6 th w aw th w er th w oo th w er th. tat wot w aw t w 65 t w er t wad w 6 d w aw d w 55 d w er d LIP-READING FOR DEAF CHILDREN. 39 d w aw f twod woft woof wood w aw p w 6 p t wot {what) w o d w aw f w aw d w aw d er w aw t er {water) w aw t d w aw f t w er d {word) w er tli w er th a f t er w er d § 49. — A (in cap). We now commence a second set of elementary- vowel sounds, in which the tongue takes a form some- what similar to that for the formation of t, hut with the tip depressed and resting near the lower incisors, the tongue thus taking an arched form with varying degrees of tension, and rising with each of the series nearer to the palate. These sounds are — a (in cap), e ( in pet), 1 (in pit), e (in me). For a, the tip of the tongue is to he brought to the lower incisors and depressed, the hack of the tongue being slightly raised toward the palate. The corners of the mouth are to he drawn back to some extent, the teeth being apart and visible. Having got these positions, give the appropriate utterance for imitation, and when the correct sound is obtained write its. representative a 4Q LESSONS IN ARTICULATION AND § 50. — Exercise. af af af af a p a p a p a p af a p ath a v ath a b a t a d haf hap h a th h a v h a b hat had pap p a th p a v p a th p a b pat pad Yap v a th v a b vat Tad baf bap b ath b a v b a b bat bad taf tap tav tab tat tad daf dap d a v dab d a t dad w a f w a p w a th w a v w a t wad aft apt a, b d a v d baft b a, p t taf t t a p t daft dap t d a b d waft a p t er d a p er a d er h a t er hat tap fat pat bat LIP-BEADING FOE DEAF CHILDREN. 41 that abaft bad b a t er p S, t er f at er a b er adapt a b u v § 51.— E (in pet). From the a position the teeth are brought closer together, the corners of the mouth drawn further back, and the tongue approaches a little more to the roof of the mouth Having got these positions, articulate for the pupil's imitation the sound of e (in pet). § 52, — Exercise. ef ef ef ef ep e p e p ep ef e p eth e v eth e b et ed hef hep h e th h e v heth heb hel hed p e f pep p e th peb pet p e d th ef th e v theb thet y e th vet Ted b 6f b e th b e v beb b et bed t ep t e th tet ted 42 LESSONS IN ARTICULATION AND def d e p de th d e v deb de t d e d wef w e p w e th w e th web we t wed eft ept ebd theft deft d e p t weft wept w e b d def (deaf) deth det pet bet wet bed ded(dead) ted wed h e d (bead) d e p th deft theft w e b d adept f a th er f e th er p e p er h e th e r w e th. e r d e t er weter be t er h e er peer w e er th e er t e er f e er beer deer § 53.— I (in pit). The same positions as in the last sound, still further intensified, will he appropriate for the utterance of 1 (in pit)* * The sound of y initial is so nearly allied to that of short i, that their being taken as identical will serve every purpose of intelligibility in the utterance of the deaf. LIP-READING FOE DEAF CHILDREN. 43 § 54 — Exercise. if if if if if ip ip IP ip ip it it it it it if ip ith i v ith ib it id hip hith hi t hid pip p i th pit b i t bid bib tif tip tith t i v tib tit tid dif dip dith dif dib did w i f w i p w i th w i th. w i t wid f i Pi vi thi bi ti di f i f i pi pi v i v i bi bi di di f i ti af ef if ef ef if af ef if a p e p ip a th e th ith a v e v i v ab eb ib at et 44 LESSONS IN ARTICULATION AND it ad e d id aft eft i f t apt e p t i p t a. b d e b d ibd i v d § 55. — Words as Exercises hit fit pit bit hip tip dip fib bib dib hid bid did p i th w i f wip w i th w i th. titi diti p i th i tibi b i d i t a f i h a p i f if ti woodi t o d i b 6 d i b e t i p i t i b a b i b o b i t a, f i t a b i werdi w aw t er i er th i booti derti dadi witi h i th e r th i th er f e th er i p e p er i w er th i er d er t i er h a p i er f i t er b i t er d i p er § 56. — E (in me). With the tongue in the position for the utter- ance of the last vowel, but with greater tension, bring it as close to the roof of the month as it can come without being in contact with it, draw the corners of the mouth still further back, and let the teeth be LIP-READING- FOB DEAF CHILDREN. 45 nearly closed. The pupils' attention should be directed to the motion of the upper part of the throat in making the sound when strongly uttered, as well as the vibration its utterance causes in the chin and on the top of the head. Great care should be taken to get a clear and correct e, as without this, intelligibility of utterance cau hardly be hoped for. There is often a tendency to make this sound at a higher pitch of voice than other sounds, or in a falsetto voice. These defects must be carefully guarded against at the commencement. Having obtained the e it should be modulated, &c., as in § 15. § 57. — Exercise. e e e e lie he f e f e p e pe the the v e v e the the be be te t e de d e w e w e ef ef e p ep eth eth e v e v eth eth eb eb et et ed ed eft e p t hep het 46 LESSONS IN ARTICULATION AND h e v heb kept b e v d f ef f et f e t f eb fed pep p e t p e b pet peel p e p t th ef they th eb bef ber bet bed t e p tetb t eth t e t ted t e p t d e p d e v d e d wep wev wet wed § 58. — Words as Exercises. Some of the word exercises will in future be written fully, with the letters suppressed in pro- nunciation printed in italics. This well serve to habituate the pupil to their full form and ordinary pronunciation . be w e he fee tea pea heap peep beat feet heed deep weep peat thief thieve beef beet bead teeth deed weep weave wheat weed d e e p er P e t er w e a v er teapot e er h e er f e er t e er d e er p e er v e er ve er d w e er d LIP-READING FOE DEAF CHILDREN. 47 § 59.— S. With the tongue in the position for the utterance of e, leb it be put almost in contact with the palate, and its sides slightly pressed against the teeth. The tip should be dropped towards the lower front teeth, and a small space or opening left for the emission of the breath. This allows of the utterance of the hissing sound which we express by the character S Great care must be taken to prevent pupils pressing the tip of the tongue to the teeth, to which there is often a great tendency. This prevents the free emission of the breath, making a lisp, approximating to the sound of th. § 60. — Exercise. s a s a s a saw saw saw 8 00 8 00 8 oo s er s er s er s e s e s e a s a s a s 8 6 8 5 s aw s aw s aw s 56 s 65 s 66 s 00 8 00 s 00 s u s u s U 8 er s er s er s a s a s a s e s e s e s 1 8 1 s 1 s 48 LESSONS IN ARTICULATION AND e s e s e s s a f sop s aw p S 00 til s ii b s er t sad s e f sip s e th has h 6 s f aw s p 66 s bus th ii s t er s das w 6 s b e s t e s d aw s § 61. — Words as Exercises. sop sup sap sip s oo th s oo th. e sob sod soft th i s th u s pus s aw bus s ii f/er s 6 f t er s aw d er f 6 s t er f e s t er ass fuss boss toss terse s u p p er Terse s er v e sobied s oo th. e d pass vase passive poos h er s h aw s p er s pes s 5 f t sip t sit I t 1 p S 1 s aw i er § 62. — S in combination with other Consonants. s a spa s 00 s p 00 s er s p er s e s p e s t a s t aw s t 00 s t er s t e LIP-READING FOE DEAF CHILDREN. 49 s w a S W 00 s w er s w e s w e t s w i s asp 6 s p aw s p u s p asp e s p i s p a s t 6 s t aw s t 00 s t u s t er s t a s t est i s t est 00 f s if s a p s ops 65 p s oo p s u p s er p s a p s e p s i p s e p s a th. s er th s e th s ats t s aw t s 00 t s er t s ats ets its ets a f t s of ts uf ts efts if ts opts u p t s a p t s e p t s asts s t s 00 s t s iists er s t s asts ests i s t s e s t s § 63. — Exercise on Reading s, e, 1, t. The letters s, e, *, t, and its cognate d, which present somewhat similar forms to the eye, are difficult to discriminate in lip-reading, and demand careful 50 LESSONS IN ARTICULATION AND attention on the part of the teacher. Their several characteristics should be clearly shewn, and the pupil trained to recognise and distinguish between them.* s a s e e s S 1 te e t i t te set t i s sit tit t et titi S 1 t 1 t 1 S 1 s i s i 00 s 00 t h a f s haft stop post tibi s i b i t i b s s i p t pats p at i step s t i p pits p i t i s w e p s w e p s swept fit fits fet fist fists f e s t sup sups s u p t tup tup t pop p o p t pops p 6 p i p e p t p e p i spit spits er t er s er t s t er s s t er t * It is useless to attempt to discriminate in lip-reading between t and d; the context in sentences will give sufficient clue to which of them should be chosen. LIP-READING FOE DEAF CHILDREN. 51 t er s t er s er s er t s er s s er t s s aw s aw s s aw t s aw t s t aw t aw s t aw t s t aw s t aw s s t aw ts s t er s t er s § 64. — Words as Exercises. speed steer fast vast past foster bust dust duster fester best pester £ e a st beast hoofs hops pops tops hoops pups taps pips wAips peeps heaps weeps tips d 1 p s p a th. s* b a th. s berths darts parts tarts pots dots fasts swerve swift sweat sweet * After a vocalized, s generally becomes z in articulation, but this need not claim attention at present. Vocalization of the s will often be attached naturally and without effort in this position. E 2 52 LESSONS IN ARTICULATION AND spot S p U. d spat spit s t a if stop s t oo p s stiif/ stiid er stab step stead Stlf f steep steed sweets stops b er th s f i f th s wosp f er s t werst best e a st § 65.— Sh, Place the tongue in the position for the utterance of e, the sides of the tongue being pressed against the palate, but not allowed to obstruct the emission of the breath, the tongue itself being carefully kept from contact with the front teeth, and the lips slightly rounded and pouted; the breath being strongly emitted, but without voice, forms sh. (as in ship). § 66. — Exercise. sh a sh a sh aw sh aw sh oo sh oo sh er sh er sh e sh e sh a sh aw sh oo sh er sh e a sh h a sh o sh b 6 sh aw sh LIP-READING FOE DEAF CHILDREN. 53 p aw sh 66 sh b 56 sh u sh hush er sh p er sh a sh v a. sh e sh f e sh i sh w i sh a sh 6 sh t 66 sh t u. sh er sh a sh t i sh t e sh sh a p sh 6 t sh aw t sh 66 d sh oo d sh u t sh er d sh a p shed sh i p sh e t shift sh I p t wisht d i sh t § 67. — Words as Exercises. sh oo t sh e sheet sheep sh 6 t shut sh e d sh i p sh i f t w i sh sh a f t h a r sh h a sh hush f i sh b 6 sh t ii sh d a sh d I sh sh a r p sh e er f i sh er u sh er sh e p h er d b 56 sh (bush) sh aw t (short) sh oo (shoe) sh er t (shirt) sh 65 d (should) p 55 sh (push) § 68.— Oh. Let t and sh be well blended, the tip of the tongue being pressed hard against the palate in forming the t element of the sound. Be careful not to let a 54 LESSONS IN ARTICULATION AND whispered vowel be present between the two elements (t, ush). Having gained the sounds write as its phonotype ch T-sh does not quite express the exact sound of ch. This is made from sh, by bringing the middle part of the tongue into close and firm contact with the front part of the palate during the emission of the breath. This, of course, is the preferable sound, but in many cases it seems almost impossible to gain it. The careful blending of t and sh, as given above, will be quite sufficient for intelligibility, and may eventually lead to the utterance of the more correct sound. § 69. — Exercise. ch a ch aw ch oo ch er ch e sh a ch a sh aw ch aw sh e ch e sh oo ch oo sh er ch er a sh a ch 6 sh 6 ch aw sh aw ch 66 sh 65 ch oo sh oo ch u sh u ch er sh er ch a sh a ch e sh e ch i sh i ch e sh e ch a ch LIP-READING FOR DEAF CHILDREN. 55 pach o ch b o ch aw ch b aw ch 65 ch b 86 ch ii ch s u ch er ch p er ch a ch p a ch. e ch f e ch i ch d 1 ch e ch p e ch w i ch ch er ch w o ch ch a f ch o p ch er p ch a t ch 1 1 ch e t 6 ch t er ch t a ch t e ch t 1 ch t e ch t § 70. — Words as Exercises. p a t ch h a t ch ch a p ch i p ch 6 p ch i t ch a t chap t ch I p t chop t ch e a p ch e a t h u t ch d u t ch touch p er ch th a t ch b a £ ch f e t ch h I t ch p i t ch b i t ch d i £ ch wiich p e a ch b e a ch t e a ch t e a ch er ch a f ch e a t ch e a p ch oo (chew) ch er ch (church) b er ch t w 6 ch (watch) § 71. — Miscellaneous Recapitulatory Exer- cises for Articulating and Lip-reading. eat seat teat sheet ch e a t pot pother pots i)6 LESSONS IN ARTICULATION AND hot hotter spot spots spottfe »d deJt d e b t s set sets s a p tap saps t a p t taps nap naps n a p t peep peeps peep t w h i p w h i p s w h 1 p t p 66 t (put) p 66 t s p 56 sh p 65 sh t w 6 sh (wash) w 6 sh e s w o ch w 6 ch es w 6 sh t w 5 ch t d a sh s a sh d a sh e s s a sh e i nest nests test tests tested toss t 5 s s e s t 5 s t Test vested vests b oo t b oo t s dot dots fit fits f i Wed pet pets petted spar star fifth f i f th s sip sh i p ch i p sh i p s ch i p s ch i p t sips s i p t sh e e p ch e a p steep sh e d chest s 00 ch oo (chew) sh oo LIP-BEADING FOR DEAF CHILDREN. 57 s e er ch e er sh e er s t e er sop shop chop sops ch 6 pt twist twists twisted t au g h t daug Ater § 72.-0, X. With the tongue in the position for sh, get the pupil to draw it back entirely, stopping, temporarily, the breathing. Then let the back of the tongue be suddenly depressed, and the breath emitted with considerable force. The whole of this process should be carefully shewn and, if necessary, the act of swallowing should be given as au example of a similar muscular action of the back of the tongue. This consonantal formation is a most important one, and is often difficult to gain. If the pupil cannot obtain it in the ordinary way, let him utter t strongly and continuously, and while he is so doing, carefully and gradually push back the tongue with the tip of the little finger ; the required sound will sooner or later result. Having obtained, it give as its representative k and C § 73. — Exercise. k a k aw k oo k er k e c a c aw c oo a k 6 c 58 LESSONS IN ARTICULATION AND aw k oo k oo k u c er k a c ek 1 c ek a k b a k ok f 6k a w k f a u k 86 k b 56 k oo k d oo k u. c b u. c er k sb er k a c bac e c dec 1 c cb i c ek w e k a k 6k aw k 66 k oo k u c er k a k ek Ik ek kaf c 5 p c aw p C 00 t k oo d cut k er t cab ket k i s k e v § 74. — Combinations of witb Consonants. The following combinations of c (and k) with other consonants should be carefully joined and blended : — sk s c kt c t ks(=x) s k s kt s c t s ska s c aw s c 00 s k er s k e ask 5 s k aw s k u. s k er s k a s c e s k I s c e s k 6 c t 65 k t u. c t act ekt i c t 5 k s 6 x aw x 65 k s u. X er k s a x e x Iks e k s asks o s k s aw s k s 66 s k s oo s k s ii s k s LIP-READING FOB DEAF CHILDREN. 59 er s k s asks e s k s 1SCS ok t s ii c t s acts ects lets s k a f s C 11 p t aw k t b a c t b oo k t sb 6 k t c aw k t s k e ch t § 75, — Qu. qu = kw qu a qu aw qu er qu e qu a f qu 6 f qu i p qu o th qu e th qu i v qu 6 t qu aw t qu er t quest qu ! t qu,5 d qu I d qu 6 s qu a s qu i s qu a f t quo ft qui pt qu o sh qu e ch qu er k qu a k qu I k s qu 6 t s qu aw s qu er t § 76. — Words as Exercises. Cat cap cab fox b oo k c 56 k cup h 65 k cut wax quick d o c t er (doctor) kiss cufy cheek calf duck b i s k i t (biscuit) cock back sock stock buck stack 60 LESSONS IN ARTICULATION AND deck chick sack d ii c k 6 x box books basks stick wicked week ask desk bask a s k t disc act a b d ii c t tact fact evict beak weak week speak keep steep scarf cart hark bark c oo p s c oo p h aw k carp c o p p er k i s * s k e t ch qu i t h 56 k c aw k (cork) w aw k i >alk) s t aw k (stalk) w er k (" tvork) t aw k (talk) qu aw t (quart) § 77— O (in so). The remaining set of vowel sounds are compounds of the simple elemental sounds, closely joined, with more or less prominence given to one or other of their constituent parts. They are either diphthongs or of a diphthongal character. Of such character are the following, which complete the list of vowels we deem necessary in the instruction of the deaf : — o (in so) ; i (in fine) ; u (in tune) ; a (in fate ; ou, ow (in out, cow) ; oi, oy (in boil, boy). LIP-READING FOB DEAF CHILDREN. 61 The sounds 6 and oo, already learnt, are to be com- pletely blended, the second or vanish (oo) being made short. Then give as its representative — O § 78, ho ho f f p po th o tho V V tho tho bo b o to to d o d o s S W w sh o sh o ch o cL\ o ko c s k o s k o qu o qu o of of o p oth op oth O V V ob ob ot ot o d o d s s oft oft opt opt o b d o b d ov d ov d o ch o ch o ch t o ch t ok ok o k s X s of pop both WOT bo t tod bos h o pt p o ch c o ch t wok hoks § 79.- -Words as Exercises. o a th b o at bo th boast toast ; s o a k so a p coat 62 LESSONS IN ARTICULATION AND coast coax toad poach hoax woffd hope pope Tote wove woke choke code dose scope quote poke spoke stoke th ough quoth posts hosts toasts show coasts soaks coats sofa soda cocoa voter ch o k er p o k er s t o k er. § 80.— Ou, OW (in out, owl). The sounds a and oo, completely blended, the first well marked but short, will give the pronunciation of ou, ow (in out, owl) . OU OW § 81. — Exercise. o u o u o w o w h ou h ow f ou f ow p ou p ow V ou v ow th ou th ow b ou b ow t ou t ow d ou d ow s ou s ow sh ou sh ow ch ou ch ow k ou c ow ou th ow th ou th ow th LIP-BEADING FOB DEAF CHILDBEN. 63 ou b ow b ou t ow t ou d ow d ou s ow s ou ch h ow th h ou s p ou t p ow d p ou ch v ow d v ou ch c ou ch t th. ou t b ou t b ou ch t ou t d ou t d ow d d ou s s ou th s ow t s ou s sh ou t c ou ch s c ou t s p ou t s p ou s s t ou t § 82. — Words as Exercises. h ow ou t th. ou v ow t ou t s ow sh ou t c ow p ou t v ou ch b ou t s ou th c ou ch s c ou t s p ou t s t ou t dou Jt house d ow s e s p ou s e b ow-w ow ch ow-ch ow b ou g h b ow er p ow d er w i th ou t c ow a r d d ou gh 1 1 s t ou t er a v ow s p ou t er ou t er sh ou t s p ou t s S ou th s e a Note. — Accent. — When a combination representing a. word consists of more than one syllable, endeavour to get the pupil to put more stress of the -voice on the accented 64 LESSONS IN ARTICULATION AND part, which in the words he will meet with at first will generally be on the first syllable. The prominence belonging to the accented syllable may be obviously represented for some time by writing it double the size of the unaccented portion, to be followed afterwards by the usual mark (1) for the accent. § 83.— I (in fine). A complete combination of a and e, the former quickly uttered, the latter more prolonged, is the pronunciation of Note. — In e and its compounds i, u, oi, be very careful to prevent the pupil bringing the tip of his tongue in contact with the front teeth, which will produce a buzzing 2 sound in conjunction with these articulations. There is a strong tendency to do this in some pupils. § 84. — Exercise. 1 l l l hi hi f i f i pi pi thi thi v i t i thi th i bi bi ti ti di di s i s i w i w i sh i sh i ch i ch i LIP-BEADING FOE DEAF CHILDREN. 65 ki ki ski ski s p i s p i s t i s t i qu i qu i if ip ith i v ith ib it id i s i s t ik li i v bit hid hith f if f iv fit fid f is pip pit p i k bib bit bid tit tid t i s d i v dit did d i s dik s i tb sit s i d s i k spit s p i d s p i s s p i k stif § 85. — "Words as Exercises. fie pie die white kite bite spite quite high nigh thigh sigh night sight tight tight spike pipe wife wipe hive five dive hide wide tide side pike chide fife i s (ice) T i s d i s s p i s 66 LESSONS IN ARTICULATION AND ski (sky) th i b i (buy) s i t h f i er (fire) d i er w i (why) sh i (shy) s p i er sh i e r wier(wire) b i er t i er (tire) died biped imbibe spider § 86.— U (in tune). Combine short i and oo, which forms the compound U u u u VI hu hu f u f u p u p u t hu thu V u V u thu thu b u b u tu tu du d u s u s u s k u s k u s p u s p u s t u s t u sh u sh u ch u ch u ku k u uth u V ub ut ud U 6 u s t u sh u k f ut f ud f u sh f u ch pub put pud pus but bud bus bukt tub tut t u d t u s LIP-READING FOR DEAF CHILDREN. 67 dup duT dub dut dud dus dust duk sup sut sud sput spud stup stut stud stuk cup cub cut § 87. — "Words as Exercises. you sue b u d e tube dupe duke dude cube hue feud use youth suit f u (few) p u v u s p u s t u ch u(chew) d u k u (q) tuber dispute stupid acute abuse astute obtuse duteous suited stupid cupid cupola cubit supine fucher puter buti duti s k u e r (skewer) stud f u sh er dutifoolvud suter dedus b utif oo 1 stupiditi t u t er § 88— A (in face). The combination of a, and e produces a a a a a ha fa f 2 68 LESSONS IN ARTICULATION AND p a v a th a b a t a d a s a ska spa s t a w a sh a ch a k a af a p a v a th a t a d a s a sh a ch a k h a t hast li a k f ath f a v fab fat fad fas fast pap p a v pat pad pas past thad b a th b a b bat bad b a s bast bak b a k t tap tab t a s t a s t tak d a v d a t dad das s a f s a v sat sas s a k s a v d s c a p sea th. s c a p t waf w a v waer w a t w a v wad was wast ward w a k t w a k s sh a p sh a v sh a d sh a k s sh a e r ch a f ch a s ch a s t ch a p t cap c a v k a t cad C a s cast c a v d qu a v qu a k t quaks b a k s t a k s s a k s LIP-READING FOR DEAF CHILDREN. 69 § 89. — "Words as Exercises. pay b ay day say stay way ka (k) safe chafe cb a f t wave waved sh a v e sb a v d cave David save saved s w a th. e b a th e b a th e d cape tape shape babe hate date slate skate shake spade shade fade case chase cb a s t e waist wake cake take bake spake quake fas (face) wait p ay paid steak f a i tb way wade waste qu a v er s a v i er wave f a v er cb a e r (chair) paper p a p er e d bake baked b a k er waste wasted wait w a i t er w a er dado def ast escape w a f er safer § 90. — Oi, Oy (in boil, royal). Combine aw and e, and write as its phonotype oi, oy 70 LESSONS IN ARTICULATION AND § 91.- -Exercise. oi oy oi oy h oi f oy p oi v oi b oi toy d oi soy s p oi ch oi koy oi t oy d oi s oy s t b oi s t h oy t b oi s t b oi s t s b oy d f oi b f oi s t v oi d b oi d b oi s t oy t t oi s c h oi s cb oi s t c oi f k oy t e i u oi i ii oy f e f i fu f oi f e f i fu f oy p e thi V u be ti d u soy ske s p i S t II coy w e shi c b ti set s e d wit w i d f e s t widest put er d i s p ut ed spited § 92.— The Nasal Sounds. The lips should be closed, hut not pressed together, and the tongue should lie flat in the mouth. Then LIP-READING FOB DEAF CHILDEEN. 71 the vibration* should be felt in the lips and nose, through which the voice solely passes. The sound is that of m [The utterance of the nasal sounds is put off until this stage, in order that the pupil may be well established in articulating the non-nasal sounds. There is a great tendency on the part of some, at first, to constrict the back of the tongue in every articulation, thus giving a nasal utterance to all sounds. When such a habit is formed it is very difficult to eradicate, and completely destroys intelligibility. In order to obviate the carrying on of the nasal sound to the vowel with which m or n is associated — another common fault — the teacher should well exercise the pupil at first in the utterance of combinations in which the vowel precedes the nasal sound.] § 93. — Exercise. a m o m aw m 65 m oo m ii rn er m a m e m i m e m o m * The action of the soft palate in its depression, so that it rests on the back of the tongue, which is the cause of sending the voice through the nose, cannot be shewn except in its effects, which will be quite sufficient to induce correct imitation. 72 LESSONS IN ARTICULATION AND u m a m oi m ham ti 6 m hum h er m ham hem him horn hum f a m f aw m f er m f a m f em f o m f u m f a m p a m pom p a, m pern pirn p u m th u m th er m them th. e m bam bom bum bam b e m torn t xl m t er m tern t i m t e m torn t I m tarn d o m d oo m d u. m dam dim d e m d o m dim dam s a m sum s er m s a m s e m s i m s e m sum s a m s c u m skim stem s p er m stem stem w aw m w oo m w er m w e m w i m sh a m sb e m sh a m ch a m ch u m ch i m ch i m k a m com c oo m c u m cam k e m com cam qu a m qu aw m m a m aw m oo m er m e m o m ou m i m a m oj mam mum m er m mam mem m i m m i m mam LIP-READING FOB DEAF CHILDREN. 73 § 94. — M in combination with, other Consonants. Care must be taken in these and other combina- tions that there be no whispered vowel sound between any two consonantal articulations. o m p u m p amp e m p imp 6 m p s ii m p s amps e m p s imps 6 m t u. m t a m t e m t ii m t 6 m p t ii m p t a, m p t empt Impt oo m d ii m d er m d a m d e m d i m d e in d o m d a m d pomp stomp c 6 m p pomps stomp s h ii m p p u m p s thump biimps dumps sump stumps chump mumps hamp bamp damps camp scamp stamps champ hemp temp kemp pimp dimp skimp piimpt dampt stamptscampt champt campt tempt skimpt famd stawmd doomd humd sumd termd shamd hemd stemd skimd stemd fomd 74 LESSONS IK ARTICULATION AND chimd s h a m d s m a k sma smaw smoo smer smeer smith. smo smi sma § 95. — Words as Exercises. h oi s t t oy c oy v oi d boy Sam him skim hum ham th. em term dim chum me pumps thump stumps stamp scum sperm Maud smith smooth vois chois c o m 6 a^m harm foam time dome same smoke shame chime came th ii m 5 beam diimft palm deem steam c a, I m ciimJ may smack arm farm w aw m (warm) w er m (worm) cum (come) m oo v (move) m i (my) s m e er oy s t er a v oi d b oy i sh steam er famous puma TAomas timid summit summer commit mamma temper tempt er teetotum LIP-EEADING FOE DEAF CHILDREN. 75 § 96.— N. The tongue should be placed in the position for the utterance of t, the teeth being slightly apart, and the tongue entirely filling the space between them, so that the voice cannot pass in that direction. Then the pupil may be got to imitate the nasal sound as in m, and give as its representative the sign n § 97. — Exercise. a n o n aw n oo n oo n u n er n a n e n l n e n o n ou n i n u n a n oi n h u n f er n p aw n thin van then van tun down s oo n ken spot s t o n win sh ii n ch er n qu e n m o n hen fun pin th u n van th. a n b oo n t ow n d ii n sin spin s t er n wen sh i n ch. i n kin s k a n qu a n man n a n aw n oo n u 76 LESSONS IN AKTICT7LATION AND 11 er n e n o n ow n i n u n a noy n a d n o v n aw t nook noon nun n er s nap nest nip n e th not nous nit nud n a ch n oy d § 98. — N in combination with Consonants. a n s o n s u n s a n s ens ins ou n s ant 6 n t aw n t ii n t er n t ant e n t i n t o n t ount ant oi n t 6 n d aw n d oo n d u n d er n d and end i n d o n d ou n d i n d a, n s t i n s t on n s t a n ch a n ch e n ch I n ch i n ch t aw n t s u. n d s ants ends ants i n t s ou n d s oi n t s hens font pond th u n d v aw n t s bans t aw n t d aw n d sends w aw n s shunt ch er n d k e n t skind spends stunt LIP-READING FOR DEAF CHILDREN. moundssnob snuf snub snap snach snif s n e k snout snip s n a k § 99. — "Words as Exercises. on in man can fan scan stand ben pen ten den th. en end send mend sin skin sbin win spin p aw n n oo n s t er n t ow n soon noon bun tun fun bunt nest cbest sent went incb tent snap snub snout wAen seen mean moon cone scone darn queen name si^rn mine g n aw a«nt s n u if snake dun (done) d ii n s (dunce) dans (dance) b er n (burn) t er n (turn) chem nun (none) ki^cben chicken heaven ointment thunder dawned mountain nau^rAti (naughty) f ii n i (funny) M ii n d a (Monday) M a. n ch e s t er 78 LESSONS IN ARTICULATION AND § 100.— Ng. With the tongue in the c, place the mouth open aDd the head thrown back, make a strong nasal sound ; when gained, give this sound the letters ng to represent it. Be careful the pupil does not sound a g after it in words having ing repeated; as ringing (e.g. ring-ging) ; also avoid the sound of ii after ing (king, not kingii). § 101. — Exercise. o ng iing ang e ng ing h o ng hiing hang fang f I ng pang p i ng th o ng th a ng th i ng bung bang t u ng t a ng t i ng d o ng d u. ng dang d i ng song sung sang sing stung sting wing ch i ng k i ng m u ng m i ng twang twing i ng i ng i ng i ng i ng i ng i ng i ng i ng i ng d l ng i ng s i ng i ng w i ng i ng twa ng i ng b a ng i ng iingk a ng k i ng k bungk s u ng k mungk stiingk hangk LIP-READING TOE DEAF CHILDREN. 79 t h a ng k stangk thingk s i ng k wingk stingk li a ng k t ingkt wingkt 6 ng d b u ng d t u. ng d li a ng d bangd twangd w i ng d § 102. . — Words as Exercises. H 6 ng K 5 ng bangk (bank) d I ng- d 6 ng t a, ng k s i ng - s 6 ng sangk bung th a ng k (thank) s u. ng th i ng k (think) f a, ng I ng k (ink) b a, ng wingk (wink) s i ng s i ng k (sink) ping ch i ng k p I ng th a ng k t t h i ng b a ng e d w I ng w i ng k t s 1 1 ng s I ng k i ng k I ng s t i ng k i ng h a ng t h i ng k l ng s w l ng i ng k i ng t h 6 ng w i ng k i ng s l ng I ng b a ng k i ng 80 LESSONS IN ARTICULATION AND s t i ng i ng t h a ng k 1 ng w i ng i ng h ii ng g r i (hungry) s w l ng i ng f i ng g er (finger) h a ng I ng w h i p p i ng banging starving t u. ng (tongue) h a I v i ng siingk sitting § 103.— L. The tip of the tongue, curled over 'and stiffened, should be pressed against the palate, and a vocal utterance made, which should vibrate strongly in the throat and cheek. This is the formation of the sound represented by 1 § 104. — Exercise. Note. — Be careful to get the pupil to blend the I sound completely with the vowel following it, and, in passing from one to the other, to do so with a distinct jerk of the tongue. The tendency in uttering this sound is to give too little tension to the tongue. la la la la la la la la la la la la law law law law law law law law law law law LIP-READING TOE DEAF CHILDREN. 81 loo loo loo loo loo loo loo loo loo loo loo loo la law loo ler le lo lou li lu la loy- al 61 awl 661 oolu.1 erlal el 1 1 el ol owlil a 1 oil h a 1 chal f 61 d 6 1 bawl shawl pool wool tool skool cull rniil twerl ferl sal shall bell wel pil skil sel stel pol stol vowl foul vil nil seal q u a 1 spoil 1 a f lod lot last lawd la w s t look 1 5 6 k s t loop lust lern lad last left lept list lisp lev led luf lun loud lout lif lit luk luer lad las las loin lil Hli looloo looloo laler lalcr f 6161 falal G 82 LESSONS IN ARTICULATION AND f I 1 i 1 f 6 1 6 1 filial filil loll lull ler II lali sili bill will nili dili fill till skill § 105. — Words as Exercises. lost law look last leer lout loud lath awl shawl fool tool stool fuel duel told scold fowl foil boil toil soil coil spoil lift loose life lease lie Luke lake late lade lame lane hole pole vile stile smile w h i 1 e stole stale s c h o o 1 lark alarm light doll Will kill spill still feel seal steal 1 a £ (laugh) 1 a s ; (lace) c a w 1 (call) f a w 1 (fall) pawl w a w 1 (wall) t a w 1 (tall) f 6 ( 5 1 (full) pool (pull) bo ol (bull) w I lling listless LIP-READING FOE DEAF CHILDREN. 83 bowled vowel towel smoulder lawfool chili 1 o o s 1 § 106. — Combinations of other Consonants with 1. Great pains must be taken to make a complete combination between the I and the preceding or following consonant. flop flaw floo f 1 ii t fler flat fled flik fie flo f lou fli f 1 a p la plot plaw ploo plum plan pled pie plo plou pli plu pla ploy blot bloo b 1 ii d bier blak bles blis ble bio b 1 a slop sloo s 1 a k slept slip sle slo slou sli s 1 a spliit splash split sple spla cla clok claw cler clap clik cle clo cla cloy ofl iifl afl Ipl epl asl iisl asl isl otl a 2 84 LESSONS IN ARTICULATION AND ootl utl a 1 1 etl ltl odl a w d 1 o o d 1 iidl erdl adl edl ldl idl adl a n g 1 ongl e n g 1 ingi § 107. — Words as Exercises. flag flap flash fled flout plot plant bloom slop slept splash split clap flee flea flow? flame play black slacAr clock sleep cloak slow slate plane clim.6 clay plough f 1 i (fly) blud (blood) s 1 i s (slice) idle cattle bottle needle whistle cat He cuddle saddle middle stable plaster flatten plumper playtime blotter slipper splendid blowing employ LIP-READING FOE DEAF CHILDREN. 85 § 108 — Consonants following 1. alf elf ilf ulf elth u. 1 m alp e 1 p ilp iilb alb elb ilb U 1 V a, 1 v e 1 v ilv 6 1 n iln olt a w 1 1 volt iilt alt elt lit olt awld oold uld e r 1 d eld ild old aid oild uls els u 1 s t e 1 c h 6 1 s h e 1 s h ulk elk ilk elf th ilcht § 109. — Words as Exercises. self shelf helm Alps help felt belt spelt spilt quilt bolt colt scold held fold bold told cold wild child Welsh milk silk sulk twelfth sque lch fault health valve twelve coole d filled 86 LESSONS IN ABTICULATION AND oiled filed smiled boiled sailed soiled failed shield scaled quailed else spoiled sawlt (salt) b a w 1 d fawls (false) c a w 1 d we rid (world) f e r 1 d himself herself helper album elbow vulture insult consult health welthi multipli (multiply) § 110.— R. From the I formation, curl the tongue completely, and draw it back in this position, completely depress- ing it, and carefully avoiding contact, in the vocal utterance, with the palate* This will exemplify * We do not in our instruction contemplate teaching the rough Northern burr or trill of the r. It is difficult to acquire, and when gained it is rarely that the deaf use it in a pleasing and unexaggerated way. Its presence is not necessary for intelligibility. " In customary speech r is very gently pronounced, and any marked vibration of the tongue should be carefully avoided as a pedantic affection.' ' — Webster. LIP-BEADING FOB DEAF CHILDREN. 87 § 111.- —Exercise. r a r a w r o o r e^ r o r o u r i roy rot root rut rat ret rit 6 r a w r i u r i a r i e r i i r i e r i ouri i r i u r i erri a r i rath raft rasp rob rot rod r o b d r 6 k r 6 u g r a w t rood rook roof root rood roost room r u f rub r ii t ruslit r ii k rush run rung rapt r a d rash r a k ram red rest r e c h v e k rect r i v rib rift r i p t rid r i s t rich risks rim ring ril r e f r e c h t rem r e 1 rob rod r o s t r o c h r o n r o 1 rout r i t h rid rood rind r a, v r a d r a s t r a k rakt r a 1 r o y 1 b e r i cheri 88 LESSONS IN ARTICULATION AND § 112. — Words as Exercises. raw rout raft ran rap rash rat round red rent rest rib rich ring rip rob rod romp row run rush rust rub room root rail rain rake rate rave read reach real reap reel rick ride right ripe road roast ride roll roof rock rope r i s (rice) wrong ras (race) r u. f (rough) rood (rude) r o o 1 (rule) rafter random rapid rather repent request riding river royal remember rabfiit railing railway rainbow rub&ish LIP-KKADING POE DEAF CHILDEEK. 89 Redeemer rib&on relashon h u. r i (hurry) meri (merry) (relation) Mari (Mary) § 113. — Consonants with R. The consonants with r should be thoroughly blended. fraud f r o o t f r e fro f r o u d f r i f r a from f r u s f r a n fret f r i 1 prawn pre pro proud p r i v p r a e r prop prep prim t h r o o t h r e t h r i v thr o t thret thrift branch brawn b r o o b r e f br ok brown b r i t bra b r 6 n brook brush brat bring trans trawl t r o o t r e trout t r i t r a troy trod t r u s trash t r e m trip draw d r o o d r e m d r o n drown d r i v d r a d r 6 m drum drab d r e s drip sprawl s p r o o s s p r e sprout s p r a sprat spred spring straw stret strok 90 LESSONS IN ARTICULATION AND stroud strik stra stroy strut strap string shrood shrek shroud shrub shred shrimp craw croo ere cro crou cri era c r o y cros criim crab cred crip § 114. — Words as Exercises. French fresh frost frown prompt prong proud branch brail bring brush broom brown tract tram trash trust draft droop drown drum sprawl spring sprout straw strap strong strength shrimp shroud crust crawl brain bras* bread break breast brick broke brooch crack cream criim J dream dress drive frame friend LIP-READING FOB DEAF CHILDREN. 91 frock preach straight stretch strike train bright breakfast briitlier cradle crooked (brother) drawer prosper protect trumpet § 115.— G. The addition of a vocal sound to Tc forms g The vibration may be felt by the pupil putting his finger and thumb on each side of the teacher's throat. If there be difficulty in gaining the correct sound, the pupil may be exercised by giving examples of b preceding the vowels ; thus, ba ba, ga ga, baw baw, gaw, gaw ; or the same method may be used as was mentioned in the case of the h sound, using d instead of t. (See p. 57.) § 116. — Exercise. ga gaw goo g e r ge go gou gi gu ga goy ag 6 g a w g iig erg ag eg ig eg °g ug ag gaf ga w k g o o d g O s giif 92 LESSONS IN ARTICULATION AND gerthgap gest gig g es got gout gap gal pug berg snag leg big leg yog tig bug vag gloo gler gle glo gli g 1 a igl ogl groo gre grou g r i g r a 6 gd ugd egd glas gloom glid glas groom gres gron grout grind g r a t n § 117. — Words as Exercises. gap gas gash get gift gild gimp gulf glad glen God g on g s; o 1 d good gown grant grin grind groom ground growl grunt dog fog flog 16 g rag fig clog grand gun g u m gain gape gate gale g a m e gave ghost give glass globe goat goose goat gone great grass green gable g r a s (gr; ace) LIP-BEADING FOE DEAF CHILDBEN. 93 gaUop gamble gander garter gather goldfinch gospel begin gunpowder August shooger (sugar) begin nutmeg signal eagle rogue § 118.— Z. The formation of s, with a buzzing sound added, to be felt in the throat and on the teeth, will give Z It is sometimes very difficult to get the correct vibration combined with the emission of the breath, as in s. The pupil may be led to it by saying the analogous vibrations, such as occur in uttering the sounds v and vocalized th; thus, va, za ; tha, za; fa, tha, sa, va, tha, za,, and so on with other vowels. § 119. — Exercise. z a zoo z e r z e z z o u z a 6 z a w z o o z u z e r z a z e z i z e z z o u z i z u z a z oy z v a z p a w z 1 o o z s e r z liz u r e z 94 LESSONS IN ARTICULATION AND goz r o u z s k i z chiz s k ii z g 1 a z b o y z u. z 1 e z 1 a z 1 a v z e r v z 1 V z e v z v z i v z a v z athz o o t h z e t li z o t h z a t h z 6 1 z u 1 z e r 1 z a 1 z elz ilz ilz adz 6 d z a w d z o o d z o o d z u d z e r d z adz e d z i d z e d z o d z i d z adz o i d z a m z 6 m z a w m z o o m z u m z e r m z a, m z e m z i m z e m z o m z i m z a m z onz a w n z o o n z u n z e r n z a ii z e n z i n z e n z onz i n z a n z o n g z iingz a n g z lag z a w 1 z O O ] z e r 1 z a I z elz ilz elz o 1 z u 1 z ilz a 1 z o i 1 z 6g z ug z e r g z a gz e g z igz 6 gz Note. — The correct blending of the z sound following consonants as above is most important to intelligibility, LIP-READING FOE DEAF CHILDREN. 95 coming as it so frequently does in all the plural forms. The tendency is to exaggerate it. As a general rule, if the attention is mainly concentrated on the s element, the vocalized form will follow without much difficulty, from the fact that a similar form precedes it. § 120. — Words as Exercises. s a w z (saws) buzz hiz (his) sneeze g o z (goes) c o w z (cows) i z (eyes) t u b z (tubs) n e z (knees) c a d z (cards) b ii d z s p a d z (spades) f a w m z (forms) c u. m z (comes) b u n z 1 e r n z (learns) c a w 1 z (calls) w e 1 z (wbeels) s m i 1 z (smiles) p a w z (paws) i z (is) squeeze r o z (rose) n o z (nose) p 1 o w z (ploughs) liz c a b z r i b z adz r o d z (roads) a m z (arms) r o o m z (rooms) bronze r ii n z (runs) w i n g z (wings) s h a w 1 z (shawls) c o 1 z (coals) p a 1 z (pails) 96 LESSONS IN ARTICULATION AND in \i g z (mugs) b a g z (bags) egz (eggs) s h o o z (shoes) w 5 z (was) razer Zealand becauz (because) hammerz (hammers) dazzle Elizabeth sizers (scissors) e z 1 (easel) § 121.— Zh. Sh, with a similar sound added as in z, will form *z h a z h a w z h o o z h e r z h e z h o z h i z h u z h a z h o y z h 6 t z h u t z h e t zhif a z h o z h a w z h u z h e r z h a z h e z h i z h e z h o z h o u z h i z h u z h a z h lezher plezhermezher trezher § 122.— J. D preceding the above zh, and closely blended with it, forms the sound of J * Although most of the above are combinations which do not occur in spoken language, they are given because the sound of zh is a component part of that of j, with which the above vowels are allied in words. LIP-BEADING FOR DEAF CHILDREN. 97 which is the vocalized form of rh. The same remarks made in § 68, in regard to the utterance of ch, apply equally to this sound. § 123. — Exercise. J a J e 3 U o J er j e J a v ut e r n e m i s t jeer j oct Jim j ut j u e r j al j oy z J aw 3 o 3 a a w j a 3 ou j 3 3 op ug a k s 61 l m i m z o v o z ilz ud a d a m z ] oin 3 00 j ou 3 oy oo j 6 3 u 3 3 awn erkt a m et emz i n ilz ob o u 1 U V u s a k s ] a n z j o i n d 3 or J 1 a 3 u j a 3* j oot jerm 3 an jest jib in jel j o k s j ib 3 ub j a n 3 oy d j o i n z H 98 LESSONS IN ARTICULATION AND laj 153 3 aw j r 3 3 ^3 d e r j b a 3 hej r *3 lej do 3 gou j hu j r a j c h a j d 15 j d gaw j d b u j d mer j > d f lej d lijd a j d lun j d s 1 n 3 d § 124. — "Words as Exercises. jam jig Jack jail 3 aw jump Jim join joke Jane J (Jew) j o s (juice) J o z e f (Joseph) a j (age) se r j 1 a j (large) j u 3 (j' ud g e ) b r 1 j (bridge) j e r n i (journey) J o o 1 i (July) j fit j St jeer 3 u g jest Job jacket jealous J a m z (James) J e z u s (Jesus) gou j hu j c a j (cage) h 1 n j (hinge) hej (hedge) 1 6 j (lodge) J a n u a r 1 (January) LIP-READING FOE DEAF CHILDEEN. 99 § 125.— The Letters of the Alphabet. a (a) b (be) c (se) d (de) e f (ef) g (je) h (ach) i j (ja) k (ka) 1 (el) m (em) n (en) o p (pe) q (ku) r (a) s (es) t (te) u v (ve) w (dublu) x (ex) y (wi) z (zed) These, when learnt 3 will be useful in giving spelling exercises. § 126.— List of Sounds. The following is a list of the sounds taught as necessary to intelligible articulation : — u er oy oi a