ARTICULATION Consists in giving to every letter its appropriate sound, and to every syllable and word a proper and distinctive utterance.

Articulation being the basis of all correct elocution, the beauty and harmony of conversation, of reading, and of oratory, depend perhaps in a greater degree upon this than upon any other principle. The student, therefore, who aspires to the distinction of being a correct and impressive speaker, may be assured that he cannot study it too minutely, or with too untiring perseverance.

Indeed, however readily he may pronounce the words of a sentence, or vary his tones and inflections, he cannot be called an effective and interesting reader or speaker, unless there be joined with these, a clear and distinct enunciation.

To aid him in the attainment of this, the following rules and tables are introduced.

RULE 1. A clear and distinct articulation should be given to the elementary sounds, employed in vocal ut

terance.

QUESTIONS. What are the general divisions of Part First? What is articulation Of what is it the basis? How should it be studied? What is Rule First?

*This tabular view of elementary sounds is introduced to exercise the pupil in the elements of the language. By most elocutionists they are considered to be forty in number; consisting of vocals, sub-vocals and aspirates.

The class, either individually or in concert, may first pronounce the word containing the element, and then the element itself.

This exercise should be continued, from time to time, until the sounds can be perfectly uttered.

QUESTIONS. For what is the first table introduced? What is its subject? How many and which are vocals? Sub-vocals? Aspirates ?

NOTE. The following is a list of letters, or characters, frequently used as subst lutes, to represent several of the elements as given in the preceding table. The learner should first name the substitute, then the element it represents and the example in which it is combined.

The following table exhibits at a glance all the elementary combinations known in the language.

The first horizontal line at the top of the table gives the subvocal element b, united with every vocal element in the language; as in bate, bar, ball, &c. In every succeeding horizontal line we have one subvocal or aspirate sound combined with every vocal sound with which it is known to unite.

In each perpendicular line we find that vocal element which is placed at its head, combined with every subvocal and aspirate sound with which it is known to unite.

QUESTIONS. What is the subject of the second table? What are substitutes? What are the substitutes for a 2-for e?-for if &c

in concert and individually, until all are able to utter them perfectly and with facility. tions upon which he should thoroughly drill his class, in explosive and other exercises; REMARK. This table offers to the teacher a very comprehensive class of combina

chalk chap
check chime chin
sang
sing
th thane ath thaw thank three
theft thrive thin
th lathe father
that thee then tithe with
sh shape sharp shaw shall she shed shine shin
wharf whack wheel when white whit
tC hard is the same element as k. c soft the same as s. and g soft as j.

1 The power of sn.

lather, intermediate between that of a in fat, and a in far.

In the words brute, rule, truth, sure, Worcester sounds the u the same as o in move

*Worcester regards the sound of a in the words raft, vast, waft, lath, and

in the third, &c. ? first element of a combine in the second perpendicular column? in the second horizontal line combine?-d in the third, &c.? QUESTIONS. What is the subject of Table Third? With what does the subvocal ¿

Second element of a
With what does the

RULE 2. The sound of the subvocals and aspirates, especially when used as the final letter, or letters of a word, should not be slurred nor suppressed.

NOTE 1. An imperfect utterance of the subvocals or aspirates sometimes perverts the meaning.

EXAMPLES.

Who ever imagined such an ocean to exist?
Who ever imagined such a notion to exist?

He can debate on either side of the question.
He can debate on neither side of the question.

That lasts till night.

That last still night.

The magistrates ought to prove it.

The magistrate sought to prove it.

They wandered over wastes and deserts.

They wandered over waste sand deserts.

QUESTIONS. What is Rule Second? In which divisions of the alphabet are the Italicized letters in the examples classed? What is Note First? What letter is imper fectly uttered in the first example? In the second, &c. ?