The normal; or, Methods of teaching the common branches, orthoepy, orthography, grammar, geography, arithmetic and elocution .. . of the fourth syllable, is a vowel, representing itsown short sound, i; {enunciate,) which is a sho;t, simple vocal. L is a consonant, and the subsequent of the base of the fourthsyllable, representing its own proper sound, 1 : {enunciate,) whichis a subvocal, obstructed at the hard palate by a partial contactof the organs; producing a palatal, a continuant and a liquid. I, the base of the fifth syllable, is a vowel, representing itsown short sound, i; {enunciate,)
The normal; or, Methods of teaching the common branches, orthoepy, orthography, grammar, geography, arithmetic and elocution .. . of the fourth syllable, is a vowel, representing itsown short sound, i; {enunciate,) which is a sho;t, simple vocal. L is a consonant, and the subsequent of the base of the fourthsyllable, representing its own proper sound, 1 : {enunciate,) whichis a subvocal, obstructed at the hard palate by a partial contactof the organs; producing a palatal, a continuant and a liquid. I, the base of the fifth syllable, is a vowel, representing itsown short sound, i; {enunciate,) which is a short, simple vocal,modified at the teeth. T is a consonant and the antecedent of the base of the sixthsyllable: representing its own proper sound, t; {enunciate.) whichis an aspirate, obstructed at the teeth or gums, by a perfect con-tact of the organs : producing a dental and an abrupt. Y, the base of the sixth syllable, is a vowel, representing theshort sound of i, i; {enunciate,) which ia a short, simple vocal,modified at the teeth. I _ Px\KT III. GRAMMAR. METHODS OF TEACHING ORTHOGENY, SYNTAX, AND INTEODUCTION. PROPER AGE FOR COMMENCING THE STUDY OPGRAMMAR. There is no subject of school study about wh»ichthere is a greater disparity of opinion prevailingamong teachers than that of the age at which chil-dren may commence the study of Grammar. Some teachers would have children commenceGrammar as the first stvdy in books after theyhave learned to read well, or even before ; others ofour best educators would defer it till the facultiesof the mind are all measurably developed; a thirdclass would not have Grammar studied at all, as adistinct science. I conceive that, by an adapta-tion of which the subject is susceptible, childrenmay commence Grammar as soon as they can readfluently and intelligibly. Geography may be in-troduced before children can read fluently, as ameans of securing study in reading lessons, and oftraining the hand and eye in drawing maps
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Keywords: ., bookcentury1800, bookdecade1850, bookidnormalormeth, bookyear1859
