115 12. BULWER-LYTTON 334 19. HOLMES 246, 405 13. BURKE, EDMUND 379 50. HOOD, THOMAS 266 14. BYRD, WILLIAM 94 51. HOPKINSON, FRANCIS 73 15. BYRON 205, 408, 415 52. HOWELLS. W. D. 292 16. CALHOUN, JOHN C. 344 53. HOWITT, WILLIAM 132 17. CAMPBELL, THOMAS 211, 396 54. HUNT, LEIGH 321 18. CARY, ALICE 88 55. HUTTON, JOSEPH 161 19. CHANNING, WILLLIAM ELLERY 132 56. IRVING 192, 212, 249 20. CHORLEY, H. F. 81 57. JACKSON, HELEN HUNT 358 21. COLRIDGE. 462 58. JEFFERSON, THOMAS 253 22. COLMAN, GEORGE 303 59. JOHNSON, SAMUEL 78, 130 23. COWPER 310 60. JONES, SIR WILLIAM 255 24. DANA, RICHARD H. JR. 371 61. KENNEDY, JOHN P. 171 25. DAVY, SIR HUMPHRY 131 62. KING, THOMAS STARR 426 26. DEWEY, ORVILLE 389 63. LEE, HENRY 444 27. DICKENS 96, 135 64. LEFEBVRE-LABOULAYE 269 28. DISRAELI, BENJAMIN 70 65. LONGFELLOW 262,290,392,429 29. DRAKE, JOSEPH RODMAN 119 66. MACAULAY 375 30. DRYDEN 96 67. MACKENZIE. HENRY 218 31. DWIGHT, TIMOTHY 419 68. MILTON 312 32. EMERSON 447 69. MITFORD, MARY RUSSELL 221 33. EVERETT 68 70. NEAL, JOHN 104 34. FIELDS. JAMES T. 301 71. PARKMAN. FRANCIS 325 35. FLAGG, WILSON 90 72. PERCIVAL, J. G 251 36. FOX, CHARLES JAMES 102 73. PHILLIPS. CHARLES 143 37. FRANKLIN, BENJAMIN 431 74. PIERPONT, JOHN 146
NAME PAGE NAME PAGE 75. PITT 152 93. TAYLOR, B. F, 231 76. POE, EDGAR ALLAN 382 94. TENNYSON 347 77. POPE 451 95. THACKERAY 435 78, PORTER, NOAH 457 96. THOMSON, JAMES 72, 95 79. PRENTICE, GEO. D. 355 97. THRALE. HESTER LYNCH 124 80. PRESCOTT 286 98. TIMROD, HENRY 456 81. PROCTER, ADELAIDE ANNE l78 99. TOBIN, JOHN 238 82. READ, T. B. 256 100. TYNDALL 364 83. ROGERS, SAMUEL 340 101. VON HERDER. J. G. 100 84. RUSKIN, JOHN 131 102. WALLER, EDMUND 95 85. SCOTT 156,176,197,350 103. WALPOLE 151 86. SHAKESPEARE. 95, 158, 167 104. WEBSTER 259, 352, 362 234, 281, 322, 327, 339, 368 105. WHITNEY, ADELINE D. T. 185 87. SHERMAN, R. B. 130 106. WHITTIER 317, 424 88. SIMMS, WILLIAM GILMORE 453 107. WILSON, JOHN 94, 180 89. SPARKS, JARED 440 108. WINTHROP, R.C. 394 90. SPRAGUE, CHARLES 209 109. WIRT, WILLIAM 366 91. SPRING, GARDINER 186 110. WOODWORTH, SAMUEL 67 92. SUMNER 148 111. WORDSWORTH 440
LIST OF ILLUSTRATIONS. (10)
Page Drawn by Engraved by
GINEVRA Frontspiece H. F. Farney. Timothy Cole.
DUKE OF NEWCASTLE 65 H. F. Farney. F.Juengling
GRAY'S ELEGY 112 Thomas Moran. Henry Bogert.
MARMION 177 C. S. Reinhart. J. G. Smithwick.
THE QUACK 240 Howard Pyle. J. P. Davis.
DIAMOND CUT DIAMOND 272 Alfred Kappes. Timothy Cole.
THE GLOVE AND THE LIONS 321 H. F. Farney. Smithwick and French.
HERCULANEUM 401 Charles D. Sauerwein. Francis S. King.
INTRODUCTION. (11)
The subject of Elocution, so far as it is deemed applicable to a work of this kind, will be considered under the following heads, viz:
1. ARTICULATION. 4. READING VERSE. 2. INFLECTION. 5. THE VOICE. 3. ACCENT AND EMPHASIS. 6. GESTURE.
I. ARTICULATION. (11)
Articulation is the utterance of the elementary sounds of a language, and of their combinations.
As words consist of one or more elementary sounds, the first object of the student should he to acquire the power of uttering those sounds with distinctness, smoothness, and force. This result can be secured only by careful practice, which must be persevered in until the learner has acquired a perfect control of his organs of speech.
ELEMENTARY SOUNDS. (12)
An Elementary Sound is a simple, distinct sound made by the organs of speech.
The Elementary Sounds of the English language are divided into Vocals,
Subvocals, and Aspirates.
VOCALS. (12)
Vocals are sounds which consist of pure tone only. They are the most prominent elements of all words, and it is proper that they should first receive attention. A vocal may be represented by one letter, as in the word hat, or by two or more letters, as in heat, beauty. A diphthong is a union of two vocals, commencing with one and ending with the other. It is usually represented by two letters, as in the words oil, boy, out, now.
Each of these can he uttered with great force, so as to give a distinct expression of its sound, although the voice be suddenly suspended, the moment the sound is produced. This is done by putting the lips, teeth, tongue, and palate in their proper position, and then expelling each sound from the throat in the same manner that the syllable "ah!" is uttered in endeavoring to deter a child from something it is about to do; thus, a'—a'—a'—.
Let the pupil he required to utter every one of the elements in the Table with all possible suddenness and percussive force, until he is able to do it with ease and accuracy. This must not he considered as accomplished until he can give each sound with entire clearness, and with all the suddenness of the crack of a rifle. Care must be taken that the vocal alone be heard; there must be no consonantal sound, and no vocal sound other than the one intended.
At first, the elementary sounds may be repeated by the class in concert; then separately.
TABLE OF VOCALS. (13)
Long Sounds.
Sound as in
a hate e err a hare i pine a pass o no a far oo cool a fall u tube e eve u burn
Short Sounds.
Sound as in
a mat o hot e met oo book i it u us
Diphthongs. oi, oy, as in oil, boy. ou, ow, as in out, now.
REMARK I.—In this table, the short sounds are nearly or quite the same, in quantity, as the long sounds. The difference consists chiefly in quality. Let the pupil determine this fact by experiment.
REMARK II.—The vocals are often represented by other letters or combinations of letters than those used in the table: for instance, a is represented by ai as in hail, by ea as in steak, etc.
REMARK III.—As a general rule, the long vocals and the diphthongs should be articulated with full, clear utterance; but the short vocals have a sharp, distinct, and almost explosive utterance. Weakness of speech follows a failure to observe the first point, while drawling results from carelessness with respect to the second.
SUBVOCALS AND ASPIRATES (13)
Subvocals are those sounds in which the vocalized breath is more or less obstructed.
Aspirates consist of breath only, modified by the vocal organs.
Words ending with subvocal sounds may be selected for practice on the subvocals; words beginning or ending with aspirate sounds may be used for practice on aspirates. Pronounce these words forcibly and distinctly, several times in succession; then drop the other sounds, and repeat the subvocals and aspirates alone. Let the class repeat the words and elements, at first, in concert; then separately.
TABLE OF SUBVOCALS AND ASPIRATES. (14)