ed again.
Then the teacher said,--"Now put your lips together and make the same
motion as you did to say p; but make a little more sound, and it will be
b" (which is sonorous). "You must write it differently from p;--you must
make a short mark and put the _under_ lip on." "Now put your teeth on
your under lip and say f." (She gave the power.) "You must write it by
making a short straight mark make a bow, and then cross it with a little
mark across the middle." "Now fix your lips in the same manner and sound
a little, and you will make v. Write it by making two little marks meet
at the bottom."

This last letter was made a separate lesson of, and the other lessons
were reviewed. The teacher then said,--"Now you have learned some
letters,--all the lip--letters,"--making them over, and asking what each
was. She afterwards added w,--giving its power and form, and put it with
the lip-letters. At the next lesson they were told to make the letters
with their lips, and she wrote them down on the board, and then said,--
"Now we will make some tooth-letters. Put your teeth together and say
t." (She gave the power, and showed them how to write it.) "Now put your
teeth together and make a sound and it will be d." "That is written just
like b, only we put the lip behind." "Now put your teeth together and
hiss, and then make this little crooked snake (s). Then fix your teeth
in the same manner and buzz like a bee. You write z pointed this way."
"Now put your teeth together and say j, written with a dot." At the
next lessons the throat-letters were given; first the hard guttural
was sounded, and they were told three ways to write it, c, k, q,
distinguished as _round_, _high_, and _with a tail_. C was not sounded
_see_, but _ke_ (ke, ka, ku). Another lesson gave them the soft guttural
g, but did not sound it _jee_; and the aspirate, but did not call it
_aitch_.

Another lesson gave the vowels, (or voice-letters, as she called them,)
and it was made lively by her writing afterwards all of them in one
word, _mieaou_, and calling it the cat's song. It took from a week
to ten days to teach these letters, one lesson a day of about twenty
minutes. Then came words: mamma, papa, puss, pussy, etc. The vowels were
always sounded as in Italian, and i and y distinguished as _with the
dot_ and _with a tail_. At first only one word was the lesson, and the
letters were reviewed in their divisions of lip-letters, throat-letters,
tooth-letters, voice