At the heart of the nineteenth-century educational soundscape lies a paradox. Whilst "modern" classrooms generally strived for orderly silence, the goal of its educational practices was the production of competent "citizens". Middle-class boys in particular were expected to acquire a voice fit for business, the professions, or even (political) public speech whilst quietly listening to a teacher. This silence within the educational institution has generally been understood as an element of discipline. In this paper I want to examine the paradox of the silent classroom and the speaking citizen. I will focus specifically on those instances where the clear goal of education was vocal sound (i.e. fluent speech, civilised pronunciation, and song) and look at how silence was mobilised by educators. I will argue that the silences employed in these educational practices were not (only) tools of order and discipline, but rather means to create a "borderland" where the leap between childhood and its uncivilised noises, and adulthood and its rational speech, could be made. I will draw upon the interpretations of silence as "in between" signs as it has been developed by semioticians to analyse a corpus of sources consisting mainly of French, German, and English pedagogical literature focusing on the development of children's voices. Reframing the place of silence in "institutionalised" education allows us to delve deeper into the specific ways in which "discipline" (re)produced and articulated dichotomies of power.