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e as heard in feel, me, sea, neither, key, seize, piece, marine, people, &c.
let, met, tread, said, says, friend, heifer, leopard, guess,
many, bury, &c. i
mine, pine, lie, fly, height, guise, aisle, rye, &c. i
pit, pin, mountain, forfeit, guilt, been, seive, busy. “ old, go, door, roam, toe, soul, hollow, bureau, yeoman, &c
not, hot, blot, trot, &c. “ what, was, swap, &c.
move, prove, moon, soup, shoe, &c.
muse, blue, juice, hew, view, lieu, feud, beauty, &c. “ full, pull, push, bush, &c. “ wool, good, book, could, &c. “ but, hut, cull, &c. “ dove, son, blood, does, &c.
“ curl, fur, bird, her, &c. oi
" boil, oil, boy, &c.
our, ground, owl, power, &c.
NOTE.—After the pupil has been faithfully exercised in the fore. going table, it will be well to require him to explode all te vowel elements in several sentences of each lesson he reads.
CONSONANT SOUNDS. It may, at first view, seem impossible to give the sound of a consonant alone; but a few attempts will show, that although it may be difficult, it is not impossible. It is true, they can not be exploded with the force which vowel sounds admit, yet they can all, except k, t, and p, be pronounced without the aid of vowels, and their sounds prolonged so as to give them great distinctness.
Let the syllable ba be taken for example; and in pronounc : ing it, let the voice be suddenly suspended, before it passes lo the vowel. In this manner, every consonant element should be practiced upon, until the pupil can give the sound forcibly and distinctly. Without such practice, it will be found impossible to utter with distinctness such combinations of consonants as the following, viz.: waftedest, slumber'dst, search'dst, lash'dst, &c. Articulation is more frequently defective from an imperfect utterance of the consonant sounds, than from any other cause. These, therefore, require strict attention.
The following are the consonant elements susceptible of explosive force in a greater or less degree.
When the pupil has acquired some facility in exploding the foregoing consonant elements, it will be found profitable to require him to combine with each of them, one of the vowel elements, giving the utmost prolongation to the consonant sound; thus, ab—b; eb—b; ib—b; ad-d; ed—d; id-d; &c., &c. Then let him go over the same exercise, placing the consonant first; thus, b-be; d-de; g-ga; m—mo, &c.
ON COMBINATIONS OF CONSONANT ELEMENTS.
Some of these sentences are selected with reference to the correction of the habit of dropping the unaccented vowel.
He is a man of great sensibility and susceptibility.
He gasped for breath.
And all her paths are peace.
upon his bugle-horn were worth ten thousand men,
Life's* fitful fever over, he sleeps well.
* Beware of running words together.
The swift dark whirlwind that uproots the woods,
And hush’dst thy mighty minstrelsy. QUESTIONS.—What should be the first object of the student of elocution ? What is said of the advantage of practice upon elementary sounds ? Which are the vowel elements? Give examples of each. (Let the pupil explode them as directed.) What are the advantages of thus exploding the elementary sounds ? Can the consonants be exploded? Which can not, and why? What is said of uttering the consonants distinctly? (Let the pupil explode them as directed.)
* at rest,
INFLECTION is a bending, or sliding of the voice either upward or downward.
The upward or rising inflection is marked by the acute accent, thus, ('); and in this case the voice is to slide upward; as, Did you call'? Is he sick' ?
The downward or falling inflection is marked by the grave accent, thus, (); and indicates that the voice is to slide downward; as, Where is London'? Where have you been ? Who has come ?
* Beware of running words together.
Sometimes both the rising and falling inflections are given to the same sound. Such sounds are designated by the circumflex, thus, () or thus (w). The former is called the rising circumflex; the latter the falling circumflex.
When several successive syllables are uttered without either the upward or downward slide, they are said to be uttered in a monotone, which is marked thus, (-).
Does he read correctly' or incorrectly'?
In reading this sentence, the voice should slide somewhat as represented in the following diagram: