Enlightened Public Sentiment demands that you make provision for stationary vacuum cleaning in the school precisely as you make provision for stationary heating, lighting and plumbing. Really efficient air cleaning depends upon the volume of air moved in a given time, and this requires piping of ample capacity. Therefore, you should always use 21/2" pipe if you want to be able to install the most efficient and economical system of cleaning. The TUEC Stationary operating in connection with piping of this size does the most effective work at the lowest cost. The TUEC SCHOOL TOOL revolutionizes the cleaning of schools. It will cut down the janitor's labor and time in cleaning a school room by about one-half! Schools may be cleaned with the TUEC SCHOOL TOOL thoroughly and perfectly without any of the old back-breaking contortions; without tangling the hose and tool among the legs of desks; with all the advantages of Vacuum Cleaning minus the former troublesome features of this method. The TUEC Stationary Air Cleaning System is now the accepted standard system for the cleaning of school buildings. The high volume idea in vacuum cleaning for school houses where large quantities of dirt must be moved, has proven absolutely correct. TUEC plants are made from One (1) sweeper to Six (6) sweeper plants and can be installed just as specified by engineer and architect. The School Board of Dallas, Texas adds the Victor 'to its school equipment Ever since its introduction into the schools, when the Victor first demonstrated its value in school work, it was a foregone conclusion that the school boards would eventually furnish their buildings with the Victor, just as they do with various other articles of school equipment-and that is just what is happening. Heretofore each individual school has usually installed its own Victor, but now school boards have become so impressed with the usefulness of the Victor, and the fact that it is in daily use in the schools of more than one thousand cities, that they are including it as part of their standard equipment. The school board of Dallas, Texas, has just appropriated two thousand dollars and added twenty-six more Victors (and appropriate records) to the number already in the schools, and they will eventually have two Victors in every school in the city. Another indication of the increasing influence of the "Victor in the schools" is the endorsement and approval of the Victor book "What We Hear in Music" by the Supervisor of Music and Board of School Superintendents, which has resulted in the school board of New York City placing it on the regular list of text books for use in the New York schools. You have only to hear the special school records for marching, calisthenics, folk dancing, to realize the valuable field and boundless possibilities of the Victor in school work. Any Victor dealer will gladly arrange for a demonstration right in your school. Write to us for booklets and full information. Educational Department Victor Talking Machine Co. Camden, N. J. Victor HIS MASTER'S VOICE DECUS PAY OFF Breath. Voice. b Nasal. m SOME BREATHING EXERCISES. Most children must be taught to breath properly. The so-called "Collar-bone" breathing should not be permitted. Blowing imaginary feathers about as an exercise to secure breath control, is excellent. The art of blowing forces air into the lungs through the relaxed vocal cords, and there is, therefore, no unnatural tension or strain. The child, furthermore, is unconscious of the fact that he is controlling his breath. Children should be practised in lip reading. This emphasizes the necessity of correct placing of the vocal organs by both teachers and pupils, and not only tends to improve the enunciation, but also to cultivate the power of concentrated attention to an unusual degree. The following exercises are suggested: Inhale, slowly and deeply-blow out breath quickly. Inhale as above, blow out as in making soap bubbles. Inhale as above, blow out as in bursting paper bag. Inhale, blow out softly. ame eme it ot ut ate ete ite ile ole ule ime ome ume ine one une epe ipe ope upe ese ise ose use ote ute ev i.v OV uv all aw ight old other any ind ful or ar y y w Many pupils need exercises to secure facility in lip movements-pursing lips, pouting, etc., are excellent here. Encourage the "play spirit." Have pupils imitate the beein m, s, ; an engine-in ch, choo; a cow-in moo-moo; a bellin ding-a-ling; a crow-in caw-caw. Other exercises will readily suggest themselves to the teacher. Sighing, yawning, and panting exercises are also good for breath control, especially when combined with arm stretchings. BREATHING, COMBINED WITH PHYSICAL DRILL. I. Stand erect. Raise arms slowly till back of hands meet *Copyright, 1909, by D. C. Heath & Co., and used with their permission. pr per pl boy tr ter spl bow str ster Inhale-hold! Inhale again! Exhale-with f, or ', or sh, or zh, or th. Inhale-hold! Exhale-hold-exhale! Inhale-hold-inhale! Whisper-alphabet or table as above. SOME PHONIC MISTAKES. = Pů for p (blow out a candle); dŭ for d; wù for w (00); whu for wh (blow an imaginary feather hoo, very short); for th (place the tongue between the teeth and send the breath or voice over it). In the hissing s and the hushing sh, the breath must flow over the point of the tongue. Therefore the tip must not touch gum or teeth, or a lisp will result. In sounding the tip of the tongue must touch the anterior part of the hard palate just above the gums, or it will lack the proper ringing sound. In sounding ing, the tip of the tongue must not be lowered, otherwise the nasal quality will be lost. The mirror, it should be remembered, will help in getting the proper position of the vocal organs. TEACHING THE Vowels. Rix, in "Voice Training for Children," says: "Imitation is the natural way, as well as the quickest and the best, to gain a right method of vowel utterance; hence, the teacher should be a perfect model, and should give examples carefully for imitation. To impress on the children the necessity for correct position of the vocal organs, methods may be used similar to the lip language of the deaf, the teacher silently forming vowel shapes to be recognized by the class, and to be spoken or sung by them." In Vowel Songs, by William M. Lawrence, published by Clayton V. Summy Co., Chicago, the following vowels are used: ā, ē, ä, a, ō, Go. The primary teacher who uses these songs will find them very helpful in developing the proper sounds. WARNING: "The first lessons in learning new speech movements are liable to be very fatiguing. Through interest or excitement, the fatigue may not be noticed by the learner till afterward, yet its effect in increasing the error of execution As im NOTES AND COMMENTS (P. 201) often becomes apparent to the teacher. pressions made on a fatigued person are not so accurate or lasting, it is generally more economical to have frequent short lessons than less frequent long ones." (P. 205, Scripture's CONVINCING TESTIMONY ABOUT A READING "Experimental Phonetics.") There should be short drills as frequently as time will permit. As before stated, at least twice a day in normal classes on full time. BIBLIOGRAPHY. Webster's Collegiate Dictionary. Rix's Voice Training for Children. A. S. Barnes & Co. Sons. Bell's English Visible Speech in Twelve Lessons. Volta Bureau. SERIES BY BEULAH NINA LESTER. "It has truly been said that the average child is bound to learn to read under efficient teaching, whatever the method pursued. It is our problem to find that method having 'the path of least resistance' to the beginner. To me, 'The Progressive Road to Reading' meets this need most adequately at the present time. And why? "First, because of its interesting approach. To the little child just entering school, nothing is so appealing as a story, full of life and action. The Progressive Method begins at once with a story, a real, wide-awake, dramatic story, containing characters and a plot. The child's interest is thus won from the first. Jones' The Pronounciation of English. London. man. London. King's Graded Exercises in Articulation. Small, Maynard & Co. Warren's Defective Speech and Deafness. Werner. Hughes's Teaching to Read. A. S. Barnes & Co. Goldwasser's Method and Methods in English. D. C. Heath & Co. "Second, this method is efficient because of its strong dramatic possibilities. After hearing his teacher tell the dramatize it. He becomes an actor in the plot himself. This experience is a golden opportunity for the development of language power. In this way, the child gets the story as an interesting, living whole, before he begins to analyze it for reading at all. This seems a happy and natural way to work into actual reading. "Third, this method of procedure in teaching actual read(Continued on poge 93.) |