The plan and object of this work, require no other directions to be given for pronunciation than the following.

In general, avoid pronouncing in any way that will attract attention, either by its erroneousness or its singularity. If your audience are led to take any particular notice of your mode of pronouncing, their attention will be distracted for a time from the main object of the speaker.

Dr. Rush observes, that "for every word mispronounced, the audience will miss at least ten words that follow."

If you are a man of education, pronounce in such a style as the audience are accustomed to expect from well educated gentlemen.

Remember that it is not one of the necessary duties of a public speaker, to teach new modes of pronunciation to those whom he addresses. For example, though in some parts of our country the English pronunciation of the word deaf (def) is now established, and will be expected from a speaker of education and refinement, yet it would be more useful to avoid it when delivering an address in a part of the country in which it had never been heard.

Remember that your pronunciation can never be refined and graceful, as long as your articulation remains slovenly and obscure.

Some of the most important errors in pronunciation, have already been pointed out in the preceding chapter on articulation. Before dismissing the subject, reference ought to be made to the valuable labors of the Rev. A. B. Chapin, in regard to the laws of correspondence between the orthoëpy and the orthography of our language. They are exhibited in his "Spelling Book."

CHAPTER V.

CONTINUOUS DISCOURSE.

In the previous chapters we have considered, first, the general qualities and habits of the voice; next, those requisites of expression which are common to all delivery; and in the last, the management of the voice in articulating and pronouncing single words.

The present chapter will be devoted to the practical difficulties which every one experiences to a greater or less extent, when he first attempts to exhibit these requisites during the flow of continuous discourse.

The facts which we shall proceed to explain, may readily be observed when we investigate the natural action of the organs of speech in conversation, and are still more striking in the utterance of accomplished orators. Those however who have never practised public speaking, experience more difficulty in making their delivery natural in these requisites than in any others. If the room to be filled is quite small, the delivery approximates in some respects to conversation, and the difficulties alluded to are less felt. But when it is large, it is only in consequence of practice in large rooms or in the open air, that a speaker readily learns to use his voice in a manner so natural and easy, as to be entirely free from vociferation or rant on the one hand, or a tedious monotony on the other. It must be confessed that teachers of elocution have hitherto failed, in most cases, of accomplishing for their pupils what has been expected from them. There are probably but two principal reasons for this failure-one, the habit of dwelling chiefly on minute and comparatively uninfluential points of enunciation; and the other and more essential one, that of generally giving

their instruction in small rooms, and neglecting to investigate the principles upon which depends the adaptation of delivery to large ones.

Though a chapter will hereafter be devoted to the subject last mentioned, yet the above remarks have been thought necessary in this place, because the importance of the topics which we are now to discuss is more readily perceived when reference is made to large assemblies. It may be well still farther to anticipate, by mentioning that those who can readily accommodate their reading or speaking to very large audiences, find no difficulty whatever in contracting and reducing it sufficiently for small ones. On the other hand, those whose whole experience has been in speaking to a small number, have a new art to learn when they first attempt to address several hundreds or thousands. The truth of this last assertion is sometimes decidedly manifest, when an opportunity is afforded of comparing lawyers with clergymen, in addresses before popular assemblies.

ACCENT OF CONSTRUCTION, OR GROUPING OF WORDS.

This is one of the most important principles in the phonology of any language, and it is surprising that it has not hitherto received more attention. It seems to have been first described by Walker, and no longer ago than the time of Dr. Johnson. The Greek and Roman grammarians recognized it in the case of some words to which they gave the name of enclitics, but failed to discover the extent of the principle upon which depended the character of the few words which they thus named. Walker gave the principle no name, and indeed appears not fully to have comprehended it, since he notices it only in relation to emphasis. The first who gave it a name was Guest, in his great work on English Rhythms, published a few years since. From him we have adopted that of accent of construction, which appears at the head of this section. The other ap

pellation, that of the grouping of words, we have generally employed in familiar teaching, because it so readily explains itself, and corresponds so well with the action of the mind when we read or speak from a written or printed page.

The Latin word signifying to read is legere, which properly means to gather. As the eye runs along the uniform lines of a printed page, the mind gathers the words-not separately, however, but into short groups. In a corresponding manner, the vocal organs do not attempt to utter each word by itself, but on the contrary, enunciate a group of several words with a single impulse of the voice. The mind connects the words in groups, so that each group shall express an idea. The groups are then individualized in the vocal effort, by means of a strong accent on the principal syllable of each. For example, in the sentence, "In the beginning was the word," there are two groups, viz. in the beginning and was the word. Each of these has but one primary accent, thus: in the beginning—was the word. Each is uttered with precisely the same vocal action as if it were a polysyllabic word. In the same way as in the word articulate the exclusive accent on the i gives a unity to the group of syllables, and thus individualizes the word, so it is with the exclusive stress on the accented vowel of the above groups of words.

We repeat again, that this great law of language is of fundamental importance in reference to learning to read or speak. In fact, but two things are required to make any one who has a cultivated mind, a speaker; and it is curious likewise that these two are closely and almost inseparably connected in our natural impulses. These are, first, the habitual command of the speaking voice; and secondly, the habit of applying it to words taken in groups.

In the second part of this work, we shall again resume this subject, and show how the groups are often lengthened by the still stronger accentual and individualizing power of emphasis.

At present we must confine ourselves to the most elementary form of the principle.

The formation of the groups depends on the following facts in regard to language.

First, certain words denote complete ideas by themselves. These are verbs and nouns. Adjectives also are a class of nouns, and receive in general the same decided stress.

Secondly, all other parts of speech, viz. articles, pronouns, auxiliary verbs, adverbs, prepositions and conjunctions, are used only in subordination to those of the first class, and are connected with them in utterance.

Those of the first class receive a strong accent on one syllable, and it is upon this syllable only that a decided effort of the mind and voice is made.

Those of the second class are unaccented, (as they generally have but one syllable,) and are connected in utterance with the others.

No strong and voluntary effort is made on them. Being grouped with the others, they are uttered with precisely the same weak and unconscious exertion as is made on the unaccented syllables of polysyllabic words. If indeed an adverb, or other word of this class, is itself a polysyllabic word, one of its syllables receives an accent; but even in this case, the accent is generally less strong, and the word likewise requires to be closely connected with one of the first class. The only exceptions are, in cases of emphasis or of separation by intervening words.

The forcible efforts made in speaking, are thus confined principally to nouns, adjectives and verbs. With all other words, (if they are not emphatic,) no effort is necessary, except to articulate them distinctly.