u If''-'-, •, .;5"'r,i.J Hi i ifpi iB ii^ i iifHMmrt NMWuHH*}! ENGLISH' FOR, SMITH, •rtKiiitftf-ffTija-.L-..-- il'gli':! :f'<'"fe'--:.:-H GIFT OF l^ lo'i) ORAL ENGLISH FOR SECONDARY SCHOOLS THE MACMILLAN COMPANY NEW YORK • BOSTON • CHICAGO • DALLAS ATLANTA • SAN FRANCISCO MACMILLAN & CO., Limited LONDON • BOMBAY • CALCUTTA MELBOURNE THE MACMILLAN CO. OF CANADA, Lid. TORONTO ORAL ENGLISH FOR SECONDARY SCHOOLS By WILLIAM PALMER SMITH, B. S. STUYVESANT HIGH SCHOOL, NEW YORK CITY, N. Y, Nm fork THE MACMILLAN COMPANY 1920 All rights reserved COPTEIGHT, 1913, By the MACMILLAN COMPANY. Set up and electrotyped. Published December, 1913. Berwick & Smith Co., Norwood, Mass., TJ.S.A* DEDICATED TO THE BOYS OF STUYVESANT HIGH SCHOOL WHOSE NEED OF PRACTICAL HELPS IN ATTAINING BETTER SPOKEN ENGLISH HAS BEEN EVER IN MY MIND WHILE PREPARING THIS BOOK 4GO0€a PREFACE The importance of good training in oral English receives more ready recognition by educators to-day than ever it did before. With the revolt against mechanical and stilted elocution has come the realization that without skilful in- struction and well directed practice, pupils cannot develop that "correctness and precision in the use of the mother tongue^' which is one of the most apparent marks of an educated man. The effectiveness of instruction in oral English, as in most other subjects, is greatly increased by the use of a practical text-book. It is the purpose of this volume to emphasize the value of training in oral English, that pupils may know from the outset for what they are working; to outline graded lessons in enunciation and pronunciation with illustrations enough for definite assignments without resorting to other sources; to indicate how the speaking voice may be improved by appropriate exercises and proper use; to explain and illus- trate the most important principles of expression in a man- ner likely to impress High School pupils; to point out the relation of oral reading to conversation and public speaking; and to furnish appropriate selections which are unhackneyed, interesting and of literary merit. The arrangement and scope of the lessons in enunciation and pronunciation will be of great assistance to teachers in helping pupils to overcome foreign accents, for the diagrams indicate the position of the vocal organs in producing each VIU PREFACE consonant sound, the sentences for drill give every consonant sound with all (or approximately all) its possible combina- tions with other consonants, the vowel sounds are described, copiously illustrated, and reviewed by lists of words to test the pupils^ abiUty to recognize them, and words commonly mispronounced are classified according to the errors usually made in speaking them. A special effort has been made to include good selections from the works of modern authors, and to secure variety by culling extracts from history, biography, science, essays, fiction, verse and the drama. The purpose has not been to compile a collection of '^pieces to speak,'' but, as many of the selections are well adapted to that purpose, the book will be useful to those desiring something new for public recitation. As short stories have a prominent place, the book will prove of service in literature classes when the short story and its treatment are discussed. In preparing this volume I have been conscious of the great debt of gratitude I owe to my former instructors, and to speciaHsts whose works have been helpful. It is impossible to give credit to whom credit is due in all cases, but I wish to acknowledge my especial indebtedness to Dr. Charles W. Emerson and Professor Charles W. Kidder of the Emerson College of Oratory, Boston, Mass., to Pro- fessor S. H. Clark of Chicago University, to Dr. Guy Carleton Lee of Johns Hopkins University, to Dr. Naomi Norsworthy and Professor Herbert Vaughn Abbott of Columbia Univer- sity, to Emily M. Bishop, Arthur Edward Phillips and Samuel Arthur King. Having chosen selections for this book from many sources, I desire to express my deep sense of obligation to the authors (or their representatives) and publishers for their generous and courteous permission to reprint selections protected by PREFACE IX their copyrights. Acknowledgement of permission is made in connection with every such selection. My sincere thanks are extended to Frederick H. Law, chairman of the department of English at Stuyvesant High School, for his kindness in criticising the manuscript. William Palmer Smith. New York City, N. Y. June, 1913 TABLE OF CONTENTS PART I PAGE The Value op Oral English 3 The Divisions of Oral English 6 Formal Elements in Oral English 10 Position 10 Breathing 12 Enunciation 15 Pronunciation 46 Intellectual Elements in Oral English 78 The Study of Models 78 The Selection of a Topic 85 Practice 93 Vocabulary 95 Grasp of the Subject 98 Emotional Elements in Oral English 99 Emotional Expression 99 Feeling the Pulse of the Audience 101 Ability to Hold the Audience 102 Perception of Vocal Effects 103 A Flexible and Responsive Voice 107 Technical Elements in Oral English 112 Vocal Expression 112 Physical Response 144 The Preparation of Oral English Assignments 148 How to Prepare a Reading Lesson 148 How to Prepare a Selection for Public Presentation 149 How to Prepare an Original Speech 150 How to Prepare a Debate 151 xi xii TABLE OF CONTENTS PART II Selections fob Practice VitaUty ^^^^ The Breaking of Pommers A. Conan Doyle 159 The Finish of Patsy Barnes Paul Laurence Dunbar 164 The Story of the Breeze Miguel Zamacms 169 Escape from Prison S. Weir Mitchell 171 The Race of Life Oliver Wendell Holmes 176 Song of the Chattahoochee Sidney Lanier 177 Log Driving Stewart Edward White 179 When Tuhps Bloom Henry van Dyke 183 May Flowers Theodosia Garrison 184 The Eagle's Song Richard Mansfield 185 Falstaff 's Valor JVilliam Shakespeare 186 A Silly Old Man George R. Sims 190 Under the Sign of the Golden Shoe Alfred Noyes 191 The Electric Tram Alfred Noyes 193 When I Go Out on my Wheel Alfred James Waterhouse 194 Relative Values How Wendell Philhps Became an Anti-slavery Reformer, Mary A. Livermore 197 America, The Crucible of God Israel Zangwill 200 Hymn to the North Star William Cullen Bryant 202 The Swan Creek Church Opened Ralph Connor 203 The Sea Bryan Waller Proctor 206 Scene From ''Little Women" (Louisa M. Alcott), Dramatized by Marion DeForest 208 The Case of Fatty Simon Jesse Lynch Williams 211 Griggsby's Station James Whitcomb Riley 213 A Lodging for the Night Robert Louis Stevenson 215 The Man with his Hat in his Hand Clark Howell 219 A Court Lady Elizabeth Barrett Browning 221 Self-assertion in Speech Benjamin Franklin 223 Second Fiddle Richard Burton 224 Lincoln, the Man of the People Edwin Markham 225 TABLE OF CONTENTS xiii PAGE The Story of Philip Nolan Edward Everett Hale 227 The Path to Peace William Howard Taft 231 Loyalty Newell Dwight Hillis 232 Said Abdallah Homer Davenport 234 Pictures Sergeant Vaughan as a Fireman Jacob A. Riis 239 The Death of the Dauphin Alphonse Daudet 241 A Vision of American History Henry Watterson 243 Marguerite John Greenleaf Whittier 245 A Passion in the Desert Honore de Balzac 246 A Night among the Pines Robert Louis Stevenson 250 Tall-stoy George Ade 253 A Royal Marauder Charles G. D. Roberts 256 The Passing of Captain Jewett George W. Cable 259 Burial of Dundee William Edmondstoune Aytoun 262 Rescued from the Stadthouse Tower Charles Reade 266 The Miracle of the Peach-Tree Maurice Hewlett 270 Antelope the Sioux Scout C. Alexander Eastman 274 Pirates Alfred Noyes 277 Nandi Lion Hunting Theodore Roosevelt 278 The King's Tragedy Dante Gabriel Rossetti 282 Directness At Abbotsford with Scott Washington Irving 291 A Morning in a Village of Central Africa Herbert Ward 293 Sea Ice and Icebergs John Tyndall 296 Struggling for an Education Booker T. Washington 298 Standards of Success Brander Matthews 300 The Premiere of ''She Stoops to Conquer" . . . F. Frankfort Moore 302 The Italian in England Robert Browning 305 Getting Started as a Lawyer Paul Leicester Ford 310 Where Edible Birds' Nests are Gathered H, Wilfred Walker 313 John Brown's Last Speech James Redpath 316 Consecration to Country Abraham Lincoln 318 Henry Hudson's Last Voyage Henry van Dyke 319 Sidney Carton's Sacrifice (Charles Dickeng), Dramatized by Freeman Wills 324 xiv TABLE OF CONTENTS PAGE The Discovery of the North Pole Robert E. Peary 326 As Men Should Leonard B. Kendall 329 American Integrity Charles Evans Hughes 331 Climbing to a Steeple-top Cleveland Moffett 333 Extract from Inaugural Address Woodrow Wilson 336 PART I ORAL ENGLISH FOR SECONDARlt SCHOOLS THE VALUE OF ORAL ENGLISH Good Oral English an Element of Success. — Every high school pupil should take as much interest in improving his oral English as he does in developing his body, for both are closely related to success in life. The man with little physical endurance, sees his stronger neighbors outdo him in efficient work and length of service. In a similar way, the man with a poor command of oral EngHsh, is compelled to see his rivals of better address win friends, secure positions, and gain promotions that he cannot attain. Skill in the use of the mother tongue is, therefore, a valuable asset to a man as well as a mark of his education. This being true, boys and girls cannot afford to persist in habits of speech that continually place them at a disadvantage. The Value of a Good Oral Use of English Advantages at School. — The advantages that result from a good command of oral English begin to manifest them- selves very early. At school there is frequently recurring evidence that it pays to cultivate good habits of speech. In the mathematics class a boy may be able to work out a certain problem; but if his slovenly speech hinders him from making a satisfactory explanation, he cannot be credited with understanding it. A declension in German may be spoiled by faulty articulation, an answer to a question in English, by mispronunciation, and a statement of how to 3 ,4 ';.;,':.'.•; : ORAL ENGLISH care for a plane in joinery may be made incomprehensibU by awkward sentences. Other things being equal, the stu- dent with a fair command of spoken EngUsh will always outrank his classmate who has careless habits of speech. Advantages in Social Relations. — Then, too, in meeting people in a social way a boy or girl finds it a great advan- tage to be able to talk well. Wherever one goes, he will make some kind of impression upon the people he meets. Whether this impression be favorable or not, will depend upon his general appearance, manners and conversation. Through his conversation he will reveal himself most, as it is easy to tell by the way he talks whether a boy is gentle- manly or ungentlemanly, modest or conceited, painstaking or careless, intelligent or ignorant. The boy who carefully brushes his coat and combs his hair, but never tries to poHsh his speech, uses poor judgment; so does the girl who is fastidious regarding the colors of her dress, but makes no effort to soften the strident tones of her voice. Among people of real refinement slovenly speech and harsh voices are as unwelcome as slovenliness or lack of harmony in dress. Advantages in Business. — ^Desirable as it is to be able to use oral English well in social relations, it is many times more so in business. Correct written English for business purposes has been much emphasized by textbooks and teachers; and its importance has not been exaggerated. But it is time that oral English, anticipating business needs, should receive more attention. As soon as a candidate applies in person for a position, he is judged by his spoken Enghsh. No matter how excellent a letter of application he may have written, if he makes a poor impression in a personal interview with his prospective employer, his chances of securing the position are small. THE VALUE OF ORAL ENGLISH 6 No employer wishes a secretary with a high pitched, irritat- ing voice; a mumbling clerk whose spoken words are seldom understood; a hesitating, stammering assistant who cannot answer inquiries promptly and briefly; a diffident salesman who cannot explain the superiority of goods and persuade a deliberating customer to buy; or a superintendent, dis- courteous in speech, who offends patrons and drives them away. We are obliged to admit that business people are more often judged by their spoken words than they are by their written ones; and that awkward conversation, slovenly utterance, incorrect pronunciation and disagreeable voices all count against them. Knowing this, all farseeing boys and girls will use much care in forming their habits of speech, in order that their spoken English may always be a help and never a hindrance to them in business. Essential for Public Speaking. — ^Besides these every day advantages that come from a good command of oral English — advantages that should be more often pointed out to the youth of our country than they are — there also results a better equipment for public speaking. To speak in public one must have confidence in himself, and confidence comes from the realization that one has something to say and can say it well. In a country such as ours, where demo- cratic institutions impose many responsibilities upon the individual citizen, men are expected to participate in many pubhc gatherings by voicing their convictions. We have political assemblies, business organizations, religious meet- ings, social clubs, athletic associations, leagues, circles and societies without number. In all of these, mutual interests must be discussed, and plans for new activities advocated; so there is always a demand for the person who can think upon his feet and state his ideas definitely and clearly. Such 6 ORAL ENGLISH a man, if he is upright and sincere, will become influential among his associates — a leader among men. Permanency of Attainments in Spoken English. — The ability to use oral English effectively, cannot be attained suddenly, neither can it be assumed and cast aside like a garment. It must be developed gradually in the individual. A boy never becomes a good baseball player unless he is faithful in practice and heeds the advice of his coach; similarly without repeated efforts to read and speak well, and atten- tion to the criticisms of his instructor, no pupil can hope to improve his vocal expression. There must be rightly di- rected and persistent effort if one wishes to improve his spoken English; but whatever proficiency is attained in this direction becomes a part of a man's stock in trade for life. The retention of the art of speaking, unlike vocal and instrumental music, does not depend upon practice. It is always at command — a permanent accomplishment. THE DIVISIONS OF ORAL ENGLISH How the Divisions are Related. Oral English includes (1) conversation J (2) reading aloud and (3) public speaking. In all of these the same organs of speech, the same words, and similar varieties of tone and physical response, are em- ployed. Conversation and public address are most alike. Indeed, no distinct line of demarcation can be drawn be- tween them, because formal conversation with a score or more of listeners has the semblance of public address, and a public address delivered in an intimate manner to a small audience has the semblance of conversation. Generally speaking, however, conversation is intimate and informal, as contrasted with the dignity of public address. Ability to converse well results partly from one's individual attain- THE DIVISIONS OF ORAL ENGLISH 7 ments, and partly from the stimulus of the occasion or of those who listen. We all know that we talk better with certain people than with others, for some seem to call forth our best. We may be sure, then, that ease and skill in con- versation come not only from a well rounded development, but also from the cultivation of worthy associates. Reading aloud is distinctly interpretive. The reader tries to impress I his audience with what the author's sentences mean to him. Sometimes conversationalists and public speakers really do a very similar thing, for they quote, paraphrase, or sum- marize what they have read or heard. There are plenty of people who would like to become skillful in conversation or public speaking, but they scorn reading aloud. They do not appreciate that reading aloud is the very best kind of train- ing for the other forms of oral English. Poor Spoken English Results from Little Reading Aloud. — ^We are called a harsh voiced, slovenly-spoken gen- eration, that depreciates the proud oral traditions of the past. The reason often assigned for this decay in our manner of speech, is that we so generally neglect reading aloud. Bead- ing aloud does not have the place it once had in the curricu- lum of our schools; and the family is no longer a reading circle, as in the days of our grandfathers. We snatch books and magazines and devour them in sohtude, as a dog grabs a bone and retires to a corner for a solitary feast. We pay a dear price for our silent reading, because we miss much of the beauty and form of literature and language. The Cause Suggests a Remedy. — By considering the cause of our deficiency in spoken English, we have found a remedy for it. Some one has said, "Set almost any one to reading a book aloud, and mark the degraded wretched- ness of his utterance. Keep him at it, and mark the inevi- table improvement in his speech." 8 ORAL ENGLISH The Complexity of Oral Reading. — Audible reading is one of the most complex subjects we study. In the reading of a single sentence, various physical and mental states may be manifested, while enunciation, pronunciation, accuracy, time, pitch, force, quaUty and other elements are wonderfully com- bined. To improve in oral reading, then, we must know what elements contribute to good reading aloud, and find out in which of these elements we are weak. The weak points being known, efforts should be directed to strengthen them. The following table indicates the most important elements of good reading aloud, and compares these items with the most important elements of good spoken English. It is readily seen that both call forth the same physical control, the same vocal powers, the same attention to expression, the same effort to hold the audience and similar mental activities. For this reason, cultivating one's power in oral reading will at the same time cultivate his EngHsh in conversation or in public speaking. ELEMENTS OF GOOD ORAL ELEMENTS OF GOOD READING SPOKEN ENGLISH (Interpreting the thought of another) (Expressing one's own thought) I. The Formal Elements 1. A good position 1. A good position 2. Proper control of breath 2. Proper control of breath 3. Distinct enunciation 3. Distinct enunciation 4. Approved pronunciation of 4. Approved pronunciation of words words II. Intellectual Elements 1. Accuracy — not omitting or 1. Facility in oral composition changing words 2. Appreciation of grammatical 2. Application of grammatical relations rules THE DIVISIONS OF ORAL ENGLISH 9 3. A vivid imagination to pic- ture scenes described 4. Mental grasp of the author's thought 5. Familiarity with many words 5. Vivid mental pictures with ability to describe them Vital, original thought di- rected to serve the au- dience, the occasion and the speaker's purpose Abihty to use many words correctly III. Emotional Elements to the 1 1. Emotional response author's thought 2. Emotional sensitiveness which feels the pulse of the audience 3. Ability to impress the hearers with the author's thought and hold their attention 4. An acute ear — keen percep- tion (natural or acquired) of vocal effects to the Emotional response speaker's thought 2. Emotional sensitiveness which feels the pulse of t-he audience 3. Ability to impress the hearers with the speaker's own thought and hold their attention 4. An acute ear — keen percep- tion (natural or acquired) of vocal effects IV. Technical Elements Vocal expression — a man- agement of the voice by time, pitch, force and qual- ity which will make the vocal effects harmonize with the author's thought Physical response to the author's thought in facial expression, bearing and gesture 1. Vocal expression — a man- agement of the voice by time, pitch, force and qual- ity which will make the vocal effects harmonize with the speaker's thought 2. Physical response to the speaker's thought in facial expression, bearing and gesture. FORMAL ELEMENTS IN ORAL ENGLISH Having analyzed good oral reading into its component elements, and compared them with the elements of good speech, the next step is to consider each of the elements in turn, that we may find out how it contributes to excellence in reading aloud and efficiency in speech, and how one may improve his reading and speech by strengthening that par- ticular element. POSITION Effect of Position upon Voice. — The position assumed in reading or speaking should always be considered, because it affects the voice, the speaker himself and his audience. The voice is a quick reporter of physical conditions: for a lifeless tone of voice results from taking a lazy position, a squeezed tone from cramping the chest and throat, and an animated tone from standing alert. By the poise of the head the tone is given general direction. Bow the head, and you aim the tone at the floor; raise the chin, and you send it toward the ceiling. A marksman aims his rifle in the direction he wishes the charge to travel. We should aim the voice where we wish it to go. Effect of Position upon the Reader or Speaker. — In a good position a reader (or speaker) is less Hkely to be self- conscious and ill at ease. He forgets that he has hands and feet, and feels stronger and more confident. With broadened chest, he gives his lungs an opportunity to breathe freely and easily, so that he can swing through a long sentence 10 FORMAL ELEMENTS IN ORAL ENGLISH 11 with no nervous gaspings for fresh suppHes of air. From such a position, the speaker can easily make a transition to an- other position, or enforce his thought by gesture. If then reading or speaking is prolonged, he will be less fatigued at the close, than he would have been had he persisted in bad positions throughout his reading or discourse. Effect of Speaker's Position upon the Audience. — As soon as a speaker steps upon a platform, the auditors an- ticipate the character of his address from his walk, and his position in sitting or standing. If he slouches across the stage and slumps into a seat, they are likely to be more or less prejudiced against him from the first. A bad, early impression of this kind may be overcome, but only with great difficulty. If a speaker persists all through his lec- ture in certain mannerisms, such as leaning over a table or running his fingers through his hair, the audience cannot help thinking more about his actions, than they do about what he says. Self control on the part of the speaker in manner and bearing tends to concentrate the minds of the audience upon what is being read or discussed; and any ec- centricities that detract from this poise are always reflected in the character of the attention given by the listeners. Directions for a Good Standing Position in Reading or Speaking. — Exercises given in gymnasia for securing a correct standing position are famihar to all teachers and most pupils, and can be introduced in the oral English class at the discretion of the teacher. The following directions suggest the most important points to be observed. 1. Stand in a wide awake manner. 2. Place the weight of the body upon one foot. 3. Rest the other foot lightly upon the floor. 4. See that the weight of the body is directly over the ball of the supporting foot. 12 ORAL ENGLISH 5. Hold the head erect, but avoid making the muscles of the neck rigid. 6. Keep the shoulders even, and move them upward and back- ward enough to broaden the chest, but not far enough to narrow the back. 7. Raise the chest, as when taking a deep breath. 8. Hold the book in the left hand, if reading. 9. Let the right hand and arm hang passively at the side, except when needed to turn the pages. 10. When without a book, allow both arms to remain passively at the sides that they may be ready any instant to reinforce the thought by gesture. Can you give a good reason for complying with each of the above directions? BREATHING Methods of Breathing. — The control of the breath has an important effect upon reading or speaking. Breathing properly makes the voice stronger and more agreeable in quality, diminishes the amount of effort on the part of the reader (or speaker), and promotes the health of the throat and vocal organs. There are three methods of breathing: 1. Thoracic or chest breathing when the air is drawn into and forced from the lungs by the raising and lowering of the chest, accompanied usually by a similar movement of the shoulders. 2. Costal or rib breathing when breathing is accomplished by the movement of the lower ribs, and the action of the muscles between them. 3. Abdominal breathing when the muscles of the abdomen perform the work of emptying and filling the lungs. Correct Breathing. — To breathe correctly, one should combine the costal and abdominal methods: inhaling and FORMAL ELEMENTS IN ORAL ENGLISH 13 exhaling the air through the nose and not through the mouth. By combining the costal and abdominal methods of breath- ing, a large volume of air can be stored in the lung cavity, and as a result a full, round tone can be produced. Control of Breath. — To control the breath well is the next consideration. Only sufficient breath to produce the words should be allowed to pass the lips. If too much breath is allowed to escape while speaking, the tones become breathy, the vocalization seems labored, the sentences are chopped by too frequent breathing and in extreme cases there may be audible gasping for breath. EXERCISES FOR DEEP BREATHING In all breathing exercises inhale and exhale through the nostrils, and not through the mouth. 1. Take a good standing position with the weight on both feet. Rise on the toes an instant to see that the weight is directly over the balls of the feet. While inhaling, raise the arms slowly to a horizon- tal position; then move them upward till you can lock the thumbs above the head. Exhaling slowly, lower the arms reversing the movement, till they are in position at the sides. 2. Place the base of the hands upon the lower ribs with the fingers pointing directly forward and the palms parallel. Inhaling slowly, force the hands as far apart as possible, by the outward movement of the lower ribs and the muscular wall of the chest. Keeping the hands in the same position, push against the lower ribs during ex- piration, until the hands are as near to each other as extreme con- traction of the chest wall will bring them. Repeat the exercise. 3. Without the aid of the hands on the floating ribs, breathe deeply and deliberately, and endeavor to secure as free a movement of the lower ribs as was attained in exercise number two. 4. Inhaling deliberately, at the same time lower the head directly backward. Exhaling in a like manner, raise the head to its usual position. Repeat the exercise. 14 ORAL ENGLISH 5. Take a full, deep breath. Holding the air in the lungs, percuss the chest lightly with clenched fists. This will force the air into all the cells of the lungs to the very apexes. EXERCISES FOR CONTROL OF BREATH 1. Fill the lungs well with air; then hum with the lips closed, using only enough breath to produce the tone. Stop when obliged to breathe again. 2. After a full inflation of the lungs, give the sound of s, economiz- ing the breath in order to continue the sound as long as convenient with one breath. 3. Having filled the lungs to their capacity, see how far you can count without taking another breath. 4. Vary the previous exercise by endeavoring to repeat the alpha- bet several times, without taking more air into the lungs. 5. Pack the lungs with air, then purse the lips as in whistling. Exhale very gradually, producing a faint whistling tone, until the supply of air is exhausted. Repeat, timing yourself with a watch, to see for how many seconds you can give the whistling tone. 6. Practice reading the following paragraph, striving to use as few breaths as possible. But when eloquence is something more than a trick of art, or a juggle with words; when it has a higher aim than to tickle the ear, or to charm the imagination as the sparkling eye and dazzling scales of the serpent enchant the hovering bird; when it has a higher in- spiration than that which produces 'Hhe sounding brass and tinkling cymbar' of merely fascinating speech; when it is armed with a thunderbolt of powerful thought, and winged with lofty feeling; when the electric current of sympathy is established, and the orator sends upon it thrill after thrill of sentiment and emotion, vibrating and pulsating to the sensibihties of his hearers, as if leir very heart strings were held in the grasp of his trembling finger • when it strips those to whom it is addressed of their independence, invests them with its own life, and makes them obedient to a strange nature, as the mighty ocean tides follow the path of the moon; when it divests men of their peculiar qualities and affections, and turns a vast multitude into one man, giving to them but one heart, one pulse, and one voice, and that an echo of the speaker^s, — then, FORMAL ELEMENTS IN ORAL ENGLISH 15 indeed, it becomes not only a delight, but a power, and a power greater than kings or military chieftains can command. William Matthews.* ENUNCIATION It is impossible to deal with the topics of enunciation and pronunciation without first considering the vocal apparatus and the elements of our English speech. The Vocal Apparatus The Human Voice like a Musical Instrument. — The human voice is Hke a wind instrument. The lungs corre- spond to the bellows, the vocal cords to the strings, and the resonant chambers (the nares, pharynx, mouth, and trachea) to a sounding board or box. The column of air rising from the lungs during expiration causes the vocal cords to vibrate. Their vibrations produce a tone, high or low, according to their taut or lax condition, and the tone is enlarged or re- echoed by the resonant chambers. If the vocal apparatus in- cluded nothing else, we could give only humming tones on the various pitches of the scale. But the tone can be molded by the organs of articulation; namely, the lips, teeth, tongue, and palate. This enables us to produce a great variety of sounds simply by changing the adjustment of these organs, and making the mold through which the tone passes into different shapes. The Number of Vowel and Consonant Elements in Eng- lish. — In speaking English, we adjust the organs of artic- ulation into enough different positions to produce twenty- five distinct vowel sounds (including diphthongs, but omitting obscure sounds) and twenty-six distinct consonant sounds. Other languages have some sounds that do not ^ Reprinted by permission of Scott, Foresman & Co. 16 ORAL ENGLISH occur in ours, so the human vocal instrument is capable of making more sounds than are found in our language. Elements op Language The most common division of the elements of English speech is into vowels and consonants. Vowels are produced by the tone passing freely through the open mouth. Con- sonants are formed by the tone passing through the mouth when it is obstructed by some adjustment of the lips, teeth, tongue or palate. Compare the formation of A with that of B, D and hard G. The elements of language according to sounds are divided into tonics, subtonics and atonies. The tonics are clear, open, unobstructed tones. All vowels and diphthongs belong to this class. The subtonics are undertones, or modified tones in which the voice is modified by the organs of articulation, instead of passing freely through the open mouth. The atonies are sounds without tone or voice. They are breath- ings modified by the organs of articulation. Consonant sounds, when considered according to formation, are divided into labials, linguals and palatals. Labials are the consonant sounds formed chiefly with the lips. Linguals are the consonant sounds formed chiefly by the action of the tongue. Palatals are the consonant sounds formed chiefly by the aid of the palate. Cognates are two consonant sounds formed by similar positions of the organs of articulation, one of which is a subtonic and the other an atonic. B and P are cognates. The following table of English elements will assist the pupil in learning to distinguish English vowel and consonant sounds according to sound, and the consonants according to formation. FORMAL ELEMENTS IN ORAL ENGLISH !■} TONICS SUBTONICS ATONICS A (Bbib Ppipe £ I Labials ^ Mmum V vivid Labials Ffife , Wwild WHwhen Vowels U W (some- Rrice R press times) L likely L flame Y (some- Ddid T tight ^ times) LiNGUALS Nnun J judge Linguals ' CH child Zzone Sson THthen TH thin OU ow 01 ZH azure ^ SH shun Diphthongs Ggag [Kkick OY Palatals NG ring Palatals [Yyet Ytune Hhow A third sound of R known as Glide R is the sound of R as it occurs immediately after a vowel, as in dare, garnety fear, hurlj etc. Y itself never is an atonic sound, but as the initial sound of long U is Yy we get the effect of atonic Y in the word tune just as we have atonic R in press and atonic L inflame. Notice that H has no cognate. I Good Enunciation Essential to Good Oral English. — tOne of the prime essentials of good oral English is distinct enunciation. The entire purpose of conversation, reading or public speaking is defeated, if the speaker does not make himself clearly heard. Such a speaker or reader might better remain silent; for people cannot feel otherwise than im- patient, insulted and bored when compelled to strain their 18 ORAL ENGLISH ears trying to understand a speaker's half articulated sen- tences. Good Enunciation Defined. — Good enunciation is the utterance of elementary sounds by precise and accurate movements of the organs of articulation, so that the sounds are clear cut in form and distinctly audible. Aids to Good Enunciation As aids to good enunciation, one should aim to 1. control the breath well, that breathy utterance may be avoided V 2. secure a free movement of the lower jaw, that the tone may escape through a well opened mouth 3. gain mobility of the lips 4. retain the tongue in the mouth, that lisping may not \ mar speech 5. focus the tone in front of the face, not in the mouth or throat 6. develop resonance of voice, that there may be no nasality 7. utter words with such a degree of promptness, that there may be no suggestion of drawling them 8. shun the habit of rapid utterance, and the running of words together 9. pronounce beginning and final consonants with es- pecial care 10. give subtonic consonants their full value, that they may not become atonies 11. train the organs of articulation to take an accurate position for each consonant element. Enunciation Allied with the Utterance of Consonants. — It is evident that enunciation depends largely upon the Place the Fingers Upon the Throat FORMAL ELEMENTS IN ORAL ENGLISH 19 manner in which consonant sounds are uttered; while pro- nunciation is more intimately related to the production of vowel sounds. For this reason, some knowledge of the formation of the various consonant sounds, with drill upon those sounds taken alone and in various combinations, proves helpful in gaining better habits of enunciation. GRADED LESSONS IN ENUNCIATION LESSON I B and P Recall the difference in formation between vowels and consonants. Give an illustration of each. How are consonants divided according to formation? Illustrate each class. To which class do B and P belong? With the fingers upon the throat near the voice box (see illustration), pronounce the words book and pound, and compare ,the production of B and P, Watch one of your classmates while he pronounces the same two words, and note the action of his lips for B and P, In what way are B and P alike? In what respect are they different? Practice reading the following sentences, taking care to enunciate the consonants B and P accurately. Whisper the sentences with exaggerated lip action, and then speak them in the clearest possible conversational tone. B ''The brute bullet broke through the brain that could think for the rest.^^ B Bettie Botta bought a bit of butter. "But," she said, ''this butter's bitter; if I put it in my batter, it will make 20 ORAL ENGLISH my batter bitter; but a bit of better butter will mak^ my bitter batter better." Position for B 1. Nares 2. Palate 3. Roof of Mouth 4. Upper Gum 5. Upper Lip 6. Lower Lip 7. Point of Tongue 8. Top of Tongue 9. Back of Tongue 10. Epiglottis 11. Esophagus 12. Vocal chords vibrating BD The robed scribe scrubbed and rubbed the ribbed board. BL Cable blamed the bleak blast for his bhghted blooms. BR Brayton brought his bride brown brocades and bright, brazen brackets. BZ Gibbs broke two ribs when caught between the hubs of the cabs. BLD He was so humbled, because he had gambled and lost, that he trembled and stumbled on the pebbled walk and was disabled. BLZ Mr. Bumble's footman stumbles about the stables, quib- bles and squabbles over baubles, and doubles his trou- bles. P Pittsburgh's portly pitcher practiced putting parabolas past the plate, and promptly paralyzed Painesville's opposing players. PL good planter! Please pluck a platter of plump plums from the plentiful plot on the plateau. PN Sharpen your ax, deepen the groove in the misshapen aspen branch, and then tie it with a hempen rope. FORMAL ELEMENTS IN ORAL ENGLISH 21 PR The prosaic priest's pronounced reproof of imprudent pranks, provoked the profligate and profane to protest. PS He strips the shops, ships over the deeps heaps of grapes, scollops, caps, tops, and whips and hopes while he sleeps to escape the cops. PT Accepting the adept's advice, I leapt from the ground, crept to the knoll, whipt my field glass from its case and swept with rapt gaze the cloud- capped mountains. PTH Who knows the depth of the sea? PLD As the current rippled along, the men grappled and toppled into the tide. PLZ Mr. Popple's apples are worth many opals. PND When the new market opened, the rivalry sharpened and prices cheap- Position for P ened. PNZ If nothing happens, the pod opens when it ripens. PST Much time has elapsed, but still thou dipp'st thy spoon daintily and sipp'st thy tea leisurely. LESSON n M Pronounce the word aim, observing how the sound of M is made. According to formation, what kind of a consonant is Mf With the fingers on the throat, pronounce the word again. To which division according to sound, does it belong? Compare the way M is made with the way you make the sounds of B and P. Pronounce cah, cap and am, noticing how you finish the three consonant sounds ending those words. You will ob- 22 ORAL ENGLISH serve that the lips are separated in finishing the sounds of B and P, but remain together for M. Try to prolong these three sounds. How does M differ from the two other sounds in this exercise? Prolong the sound of M again, ob- serving its peculiar resonance. Where does the resonance seem to come from? M is sometimes called a nasal ele- ment. Can you tell why it is so called? Use the following sentences for prac- Position for M tice, until you can make M in any combination, with accurate lip action, good resonance and distinctness. M Milwaukee's museum manager mustered mammoth mam- mals, mischievous monkeys, embalmed mummies, mounted mink, minute mollusks, a mysterious mermaid and many more amazing marvels. MD The plumed knight, famed for unnamed deeds, was ashamed that he had roamed about unarmed. MF Doctor Humphrey's experiment on the lymph was a great triumph. MP From the camp, we saw the humpbacked tramp limp toward the swamp and slump down in the hemp near a stump. MZ In his dreams, he seems to leave his rooms and roams among the tombs. MPS Under the crimson lamps, the imp thumps the table, and trumps the chump's card. MPT The unkempt man, when promptly told by the judge that he was not exempt from the law, jumped forward and stamped. MTH No warmth could warm him. FORMAL ELEMENTS IN ORAL ENGLISH 23 LESSON m F and i^ ' Pronounce the word van. Describe the position of the lips while producing the sound of V. Pronounce the word fame. Compare the position of the lips in making F with the position required for V. What are V and F according to formation? Position for V Position for F With the fingers on the throat, give the sound of V and then the sound of F. What are V and F according to sound? Can these two sounds be prolonged? What other con- sonant sound have we considered that can be prolonged? V and F occur in a variety of combinations. Master them all by a correct position of the lower lip against the upper teeth, and by plenty of practice. V A vagrant and voluble ventriloquist visited five velvet- vested vergers, and voijchsafing imitative ventures on the veranda, he raved like a violent votary vilifying vicious vixens, vulgar vagabonds and vile vandals. VD When the depraved and unnerved man revived, he heaved a sigh and said he believed he had been deceived. 24 ORAL ENGLISH VL The frfvolous group of cavalry reveled as they traveled along the level, graveled road, and were uncivil to the naval cadet at the hovel. VN Stephen had driven eleven miles to New Haven with seven witnesses, but even then the sloven was proven a craven. VZ We, ourselves, read how the elves from the caves having seized the loaves from the shelves, made dives into the waves; while the wives following them with gyves lost their lives. VW It was near the reservoir that the knight did his devoir. VLD We marveled at the patient sister deviled by the dishevelled idiot, who only driveled and sniveled as he unraveled her knitting. VST Believ'st thou that if thou leav^st home and liv'st among strangers, thou reliev^st thyself of responsibility? F The French frigates facing the foreign foe and fearing to fight the famous fleet, fired frequent, futile fusilades and fled over the flood. FL The flag floats and flutters on the staff, the tent flap flops flauntingly, and a flock of flickers fleck and flit in their flight, as Floyd muffles his flute and flatters flaxen haired Florence. FN Stiffen your fingers, and place a hyphen in the word between roughen and orphan. You will deafen me, if you do not soften your voice more often. FR Frenches freak friend frequented the fraternity on Fridays, until Fred freezingly frowned at his freshness and frankly called him a fraud. FS From the roofs of the town, we saw the bailiff^s skiff laden with heavy stuffs flounder on the reefs near the cliffs. FT Bereft of the gift and cut adrift to shift alone, the daft and crafty fellow oft committed deft thefts and forged drafts. FLD Our guide shuffled through the corridor, and led us to a close room where men scuffled and we nearly stifled; but we re- mained until the rifled loot was raffled off. FLZ The hag muffles herself in a dress of ruffles that baffles descrip^ tion, shuffles along the street, and snuffles at trifles. FORMAL ELEMENTS IN ORAL ENGLISH 25 FST He that snuff'st, scoff'st and laugh'st at the unfortunate, is worse than he that rebuff'st a friend. FTH The fifth of the month was Richard's twelfth birthday. FTS He commits no thefts and accepts no gifts; but sleeps in lofts where the snow often sifts in forming drifts, and the wind when it shifts chills him with drafts. LESSON IV W and WH Name the labials studied in the last three lessons. Pronouncing the word war, observe the movement neces- sary to produce the sound of W. To what class does W be- long according to formation? Apply the usual test (placing the fingers on the throat) and tell what W is according to sound. Position for WH Pronounce what, noting how WH is formed. Here we have two consonants standing for the sound that we make and hear. Pronounce whey, whelp and whinyard. With what sound does WH begin? Notice that the combination Is really HW instead of WH in all such words. 26 ORAL ENGLISH To what class does WH belong according to form? To what class according to sound? Can W and WH be prolonged? Do W and WH illustrate cognates? Name all the cognates that are labials. Note. W is never immediately followed by any consonant sound; because WH is really pronounced HW, and words like wrong, wrought and wrestle have the W silent. W Will Willie win Wilmington's wingmanship wallet? WiUie will. Worn and wan with worry, wayward Walter wakened, washed wearily, w^elcomed the waiter with warm waffles, went wan- dering widely wishing for work; but while walking, wended his way to widow William's waxworks, where wags and wit- less women waste their wages. Note. People familiar with certain foreign languages, have difficulty with the English W, substituting for it the sound of F. In such cases, the following paragraph with both W and V occurring frequently, gives good practice for differentiating the two sounds. W and V On Wednesday we took a vender's wagon, and ventured on our way west from Vanwert. We voted to wire ahead for warm viands at Waverley. When we arrived at Waverley, we viewed a vacant looking hotel with a wide veranda. There a vulgar woman wondered why we vexed her with extra work; and later a vivacious wench, as a waitress, served us with warm veal, wilted vegetables, vanilla wafers, very vile wine and vermicious walnuts. Note. Frequently we hear WH pronounced exactly like TF, as wither for whither, warf for wharf, etc. Practice on the following sen- tences, till you are positive you do not make this error. WH (HW) What whim led White Whitney to whittle, whistle and whimper near the wharf where the floundering whale did wheel and whirl? While wheeling wheat to the wharf, Whipple Whitmore whetted with whiffs of whiskey, whipped and whacked his white mare until she wheezed and whinnied. He did not say bad wig, care whether, long weal and proud whale; but mad whig, fair weather, strong wheel and loud wail. FORMAL ELEMENTS IN ORAL ENGLISH 27 LESSON V L Observe the action of the vocal organs in producing L, as in the word land. Notice the position of the point of the tongue, and how the voice passes at the sides. Compare L in land with L in fled. What other consonants are made with the point of the tongue in a similar position? Position for L Position for L as in Flour Classify L in the word land according to formation and sound. Classify L in the word fled according to formation and sound. Can the sound of L be prolonged? Drilling on the sound of L in its various combinations, will aid in securing muscular control of the tongue. L A lively, little linnet lives in our leafy locust, and lilts love lyrics at my lattice. LB The priest wearing an alb, used a simile about a bulb. 28 ORAL ENGLISH LD When the bold child spoiled the gold and jeweled shield and was scolded, he wailed and howled wildly and sprawled about the field. LF The elf, sylph and wolf met at the gulf to divide their pelf. LK Skulk near the pen, and touch the young elk's silk-like fur. LM If the elm tree fall, it will overwhelm the settler's shanty. LN Helen had stolen to the pier and fallen into the sullen and swollen tide. LP Before help came, the Indian whelp took the scalp and rushed away over the kelp. LS Do nothing to convulse the patient, or else the report of his pulse will be false. LT It was not my fault that the dolt of a colt made a halt when I dealt him a blow that he felt. LV Even if the problem involve twelve hours of work, he will delve away and solve it. LZ The donkey toils over the hills carrying the mails for miles, then fools with his driver and soils his coat as he rolls in the sandy holes. LCH See the water belch forth into the gulch. LDZ He builds air castles, folds his arms and holds that all the world's hopes are his. LFT The city of Delft has never been in danger of being engulfed. LKS The bulks of the hulks were above water. LKT Has the cow been milked? LMD His grief overwhelmed him. LMZ Where did the helmsman lose his films? LPS In the Alps we heard the yelps of Colp^s dog. LPT He gulped down a big drink, and then sculped his initials in the limestone. LST " Then if thou f all'st, Cromwell ! Thou fall'st a blessed martyr." LTH It was inexcusable for a man of wealth to live in such filth and lose his health. FORMAL ELEMENTS IN ORAL ENGLISH 29 LTS Most adults see the results of petty faults. LVD James evolved a new method by which the problem could be solved. LVZ The wolves knocked down the ax helves from the shelves. LESSON VI R R really has three sounds. First, the regular consonant R, a subtonic characterized by a burring or rolling sound in the throat, as in rowdy, hrown and reel. Second, the atonic R, Position for ii^ as in Rowdy Position for R as in Pride much softer than the first Ry occurring when R follows an atonic consonant and precedes a vowel, as in pride, trip and free. Third, glide R, following a vowel in the same syllable, as in arm, affirm and answer. Note. When the consonant R is followed by H, as in rhetoric, rhuharh and rhyme, the H is silent. Consonant R is never immediately followed by any other consonant. Classify R according to formation. Drill on the following sentences as exercises for attaining perfect command of R 30 ORAL ENGLISH in its various forms and combinations. Trilling E is a good exercise for securing control of the tongue. R (subtonic) Reviewing the rippling river and rough rocks, the rambling ruin rises, redolent of romance, with ranging recesses now a retreat for rabbits, and ramparts a roost for ravens and rooks. R (atonic) Throughout the spring, the shrewd French trapper fre- quently proved his prowess to the treacherous tribes by thrilling the crafty creatures with his crack shooting. R (glide) Wiring at the pier for a touring car, the chauffeur whirled us northward until, near the Singer tower, a sharp report made us aware of a punctured tire. RB While walking and conjugating a verb, Clara tore her dress on a barb. RD On the third day, we crossed a ford to the laird^s yard, where we sat on a hard board and heard a long-haired bard. RF The dwarf with the bright scarf left the turf for the wharf to watch the surf. RG Then we saw our first iceberg. RK Lurk in the dark and mark if the clerk shirk his work. RM Before the alarm of the storm on that warm day at the farm, the swarm was out of harm. RN Mr. Horn from the tavern scorned the corn at the northern side of the barn. RP The birds of the thorp usurp the shade trees, and chirp with sharp notes. RS DeMars gathers numbers of barbers, grocers, traders, loungers and idlers; and tells them his fears about la- borer's hours. RT On the alert, Robert darted after the runaway horse and cart with a smart spurt, but tripped and was hurt. RV You deserve to starve, if you lose your nerve and swerve from your ideal. RBD The horse was not disturbed when tightly curbed. RBS With her orbs dilated, she absorbs the beauty of the suburbs, FORMAL ELEMENTS IN ORAL ENGLISH 31 RDS Edward's story of the birds and leopards accords with that of the guards. RKD He marked the way the dog barked, jerked his head back and smirked. RKS Old Dierks works in the parks, and smirks when he harks to a lark's song. RMD Julian termed himself a poet, charmed a few society people and wormed himself into favor. RND Although Henry was warned that he had not earned his wages and would be turned away, yet he was unconcerned. RNS Orphan Mary churns the butter, turns the griddle-cakes, adorns thej^oom with ferns, darns socks, draws patterns, learns to sew and earns her board and keep. RTH It was worth the earth to see the mirth of our friend from the North on the Fourth. RVD The inscription was preserved where it was carved on the curved surface. RVS The chief deserves credit as long as he preserves order on the wharves. LESSON VII * Z) and T Observing yourself in a mirror, pronounce the word did slowly, noting how the organs of articulation produce the sound of D, To what class of consonants according to formation, does D belong? Apply the usual test, and then tell what it is according to sound. Pronounce the word tight Compare the production of the consonant T with the way you produced D. Classify T according to formation and according to sound. Can the sounds of D and T be prolonged? How do you end the sounds of D and Tf 32 ORAL ENGLISH What are cognates? Wliat is the cognate of D? The consonants D and T are often slighted; and, some- times, even omitted in speech. Practice on the following Position for D Position for T sentences, until you give D and T their full value in the various combinations, especially at the end of syllables or words. D The determined Doctor, doubting the duke's daring de- fense, demanded that Dean Dorchester discuss the deed in debate; but the Dean declined, deciding that the dis- charge of his duties admitted no digression. DL You addle-brained, idle baby just out of the cradle, don't twiddle your thumbs; but tighten that girdle, and hold this horse by the bridle while I straddle the saddle. DN When the warden laden with a wooden box and emboldened by the leaden sky, widened the garden gate, the maiden hidden by a tree suddenly screamed, causing him to drop his burden. DR The droll druggist, dead drunk and drenched by the driving drizzle, dropped into a drawing room chair to drowse and dreamed of dreadful dragons. DZ Tell the maids that the brown stain made on the goods by strange liquids, needs only suds to remove it. DW Dwight, the dwindling dwarf, dwells in Dwightville. FORMAL ELEMENTS IN ORAL ENGLISH 33 DLD He has been so dandled and coddled since he first toddled, that he has dawdled his time away, and dwindled and spindled into naught. DLZ Carrying his toy fiddles in two bundles, he fondles his pet poodles, carelessly paddles through puddles, and peddles candles, handles, needles and medals. DST When thou said'st amidst the officers that thou feared'st no enemy, thou did'st lie. DTH For the hundredth time he told her the width of a breadth of carpet. DTHS The widths of the breadths varied from one and seven eighths to one and eleven hundredths yards. T A tutor who tooted the flute, Tried to teach two young tooters to toot; * Said the two to the tutor, ^^Is it harder to toot, or To tutor two tooters to toot?" To-day the tactless and taciturn lecturer tabulated tedious technical terms about tadpoles; till ten tantalized at- tendants lost their tempers and left the tent. TL The only sounds in the kitchen were the prattle of the chil- dren on the settle, the hum of the kettle, the drone of a beetle, the subtle song of the gentle, little woman at the loom, and the rattle of the shuttle. TN The instructor remarked, "I do not wish to dishearten you; but if you will shorten your theme, brighten it by figures, lighten it by omitting heavy words, and sweeten it with an optimistic point of view, you will improve what you have written on The Observance of the Lenten Season." TR True to traditional traits, the tribe treated the trapper with tributes of truce, and tramped triumphantly through a treeless tract, tooting trumpets. TS He writes of his mates' treats, the cool nights, his feats on different dates, aeroplane flights and seats at the theatre. TW Tell the twaddling twins that the tweezers will twitch the twisted twine in twain in a twinkling. TLD Nettled at the intrusion, the officer battled with the strangel and throttled him. 34 ORAL ENGLISH TLZ He startles nobody, when he prattles of titles and battles. TST If thou fight^st thy brother and put'st him to shame, thou surely hat'st him. LESSON VIII N Pronounce the word sun, giving attention to the action of the organs of articulation in producing the sound of N. To what class of consonants accord- ing to formation, does N belong? To what class according to sound? Compare the production of the sound of N with that of D. In what par- ticulars are they alike? Compare N with T, In what respect are they similar? In what are they different? Compare N with M, What is the similarity between the two? Position for A^ N Nobody knew my noble neighbor's name till November ninth, when Nicholas North, a native of Natchez, nomi- nated him for naval inspector. ND In a second, my friend kindly attended the blind man round the winding path to the grand stand, where he could hear the blending notes of the band. NJ Without a cringe, the conjurer lunged and caught the orange, singed it in a flame, and plunged it in water. NS In the presence of the audience, the singer's diffidence changed to assurance; and his entrancing cadences won intense silence. NT The president is pleasant and gallant with acquaintances, patient and lenient with servants, blunt and pointed with verdant agents, and dauntless and valiant as a hunter. FORMAL ELEMENTS IN ORAL ENGLISH 35 NZ Along the lanes, through tangled vines and over stones and dunes, they hurried with prunes, buns, beans, and wines for the men in the mines. NCH The Frenchman flinching not an inch, clenched his fists and punched the blenching leader of the bunch, then munched his lunch undisturbed on a bench. NDZ The doctor bends over the man on the sands, pounds his chest, sounds his lungs and winds thin bands around the wounds on his hands. NST He never winced while the arm was lanced and the wound rinsed, but afterward he bounced from his chair against the surgeon and denounced him. NTH At Corinth, the jacinth blooms in the seventh month. NTS The jaunty count sent us quaint prints of giants, saints, merchants, tenants, agents, infants, knight errants and servants. LESSON IX J and CH Pronounce very slowly the words joy^ gem and cage. Pro- nounce slowly the sound of J alone. To what class of consonants according to formation, does J belong? Can you describe the action of the tongue in pro- ducing it? J is the most difficult consonant sound yet considered, be- cause it is really the combination of D and ZH, the tongue taking the position for D and quickly changing to the posi- tion for ZH to complete the sound. Applying the usual test, state to what class of consonants according to sound, J belongs. CHj the cognate of J, is, of course, a combination of two consonant elements with the same tongue positions as those used to produce J; but as the vocal cords do not vibrate in 36 ORAL ENGLISH forming CHj we conclude that the component sounds must be T and SH. Note. / is never followed by a consonant sound, so it does not pre- sent diflficulties of combinations with other consonant sounds. CH fol- lowed by L, as in the word chlorine^ or CH followed by R, as in the word chronic, is pronounced like K, so difficulties of combining CH with other consonant sounds are, also, eliminated. Practice the following exercises for clean-cut enunciatioji. J The jocund judge and jolly jurists joined in the general jubilee, jeering and joking like jesters. G like J The GeneraPs son studied geography, geometry and Ger- man at Geneva, and proved to be a genuine genius. CH When the Chancellor with his chariot and charger appeared, the crowd cheered, the church chimes played and the children in the chapel chanted. LESSON X Z and aS As a review, name three labial sounds. Tell what each is according to sound. Mention the cognate of each. Give a list of the lingual sounds already studied, and clas- sify them. Pronounce the word say. Classify the sound of S accord- ing to formation and sound. Describe the position of the tongue in forming the sound. Can the sound be prolonged? Pronounce the word zone. In what two ways is the sound of Z like the sound of Sf Contrast the sound of Z with the sound of S, Note. Control the breath well in producing these two elements to avoid a strong hissing sound which is very objectionable. Be sure to take the correct position of the tongue to avoid Usping. FORMAL ELEMENTS IN ORAL ENGLISH 37 Position for Z Position for S S Stephen Sharp, the Sergeant, sought the six sailors, and saluting said: "Stop spending seconds senselessly, secure sufficient supphes, swing the stern from shore and speedily straighten sails; for this ship sails soon." SF While traveling to see the sphinx on the other side of the sphere, he fell and injured his sphenoid bone. SK Scorning the risk, Scott skated past the obehsk on the scal- ing ice, then screamed to scare his comrades. SL The slaves hustling from the castle, slipped and slid on the sHghtly sloping slippery slabs. SM The smoldering fire smoked, till everything in the room was smeared with smudge and smelled smutty. SN When the dog sniffing the air, snarled and snapped, the snob snatched his hat and sneaked away. SP Spaulding's spouse speaks splendid Spanish, and spends many specimens of specie for sparkling spangles. ST The organist from the western coast and the chemist dressed in his best vest, joined the guests at whist. SW The swarthy swain, sweating and swearing, swiftly switched the swine for swallowing swiped swill. SKS Their tasks were to clean up the husks, and move the flasks and casks. 38 ORAL ENGLISH SKT The boys basked in the sun till the farmer asked them to load the husked corn, then they whisked off their hats and frisked about. SKW In the squalor of the square, the squinting squaws squealed and squabbled, but were squelched by the squad. SLD At first the strange dog bristled with importance, but after he had tussled and wrestled with Prince, he hustled away. SND The nurse hastened to the prostrate man, unfastened his coat, loosened his collar and hstened to his heart. SNZ The masons saw the bison feeding in the basins, where the dew moistens the air and glistens in the sunlight. SPL It was splendid fun to see the splenetic splint-maker splash and splurge and splutter in the waves, when the spliced rope broke. SPR In spring, every sprinkle helps the spruce to spread its sprightly sprays and sprawling sprouts. SPS Cleopatra lisps a prayer, as she grasps the asps and clasps them to her breast. STS At their annual feasts, the dentists and their guests enjoy the roasts, quench their thirsts, and laugh at jests and toasts. Z With noisy zithers, the zealous zouaves easily teased the zebra in the zoo. ZD The old soldier raised his head and gazed in a pleased, dazed way, as the bullets whizzed by, then closed his eyes and reposed. ZL The drizzle made Hazel Teazle^s party a fizzle. ZM In a spasm of sarcasm, the coach of the debating team stated that the leader's definitions of Americanism, despotism and imperialism were open to criticism. ZN Minus his reason, the sailor climbed the mizzen-mast, shout- ing ^ treason, treason. '^ ZLD He bamboozled his friends, embezzled their money, puzzled the police, dazzled the loafers and guzzled the funds away. FORMAL ELEMENTS IN ORAL ENGLISH 39 ZLZ Without his muzzle's restraint, the puppy tousles the coat and tears it to frazzles. ZNZ At all seasons, poisons are kept from the denizens of prisons. LESSON XI TH and TH TH varies in sound according to the vowel and consonant elements with which it is combined. Compare the sound of TH in the word thin with the sound of TH in the word then. How does the first TH differ from the second THf Position for ?¥? Position for TH Suhtonic Atonic Classify TH in then according to formation and sound. Classify TH in thin according to formation and sound. Can these sounds be prolonged? Note. In producing these two sounds the tip of the tongue should touch both the upper and lower teeth, but it should not protrude between them. 40 ORAL ENGLISH Compare the position of the tongue for TH with the position necessary to produce the sounds of S and Z. TH (subtonic) Hither and thither in the heather, the Hthe brothers bothered their father and mother. THM With the rhythm of the music in his ears, he could not work the logarithm problem. TH (atonic) The author's thoughtful thesis on the theory of theosophy, thrilled the thousands that thronged the theatre. THR The thrifty three threaded through the throng threatening to throttle the thrilling thrusters. THS Whatever you grasp of earth's mirths and wealths, death's hand snatches away. THW Thwart him, before he thwacks you. LESSON xn ZH and SH What is the cognate of B? of V? of W? of D? of CH? of Sf of TH in then? Position for ZH Position for SH Observe your own articulation, as you pronounce slowly the word shell What is SH according to formation? Com- FORMAL ELEMENTS IN ORAL ENGLISH 41 pare the way you make the sound of SH in shell with the way you make the sound of S in saiL Can you describe the difference in the position of the tongue for the two elements? (Compare the diagrams of the tongue positions for the two sounds.) Classify SH according to formation. Can the sound be prolonged? What is the cognate of SH? Give the sound of the cognate. The words azure and treasure are examples of words contain- ing this sound. Can you give other illustrations? ZH The detective said, ^'Now I am at leisure, it gives me pleasure to inform you that the disclosure of the embrasure was what led to the seizure of the usurer's treasure." SH The shepherd washed his sheep in the shallows, and sheared them in the shadows of the shanty. SHR Dressed in shreds, she shrugged her shoulders and shrank back by the shriae, as the blast shrilled and shrieked. SHT Edward gnashed his teeth, lashed his horse and dashed up the street; because he wished to be first. LESSON xm G and K The deaf and dumb learn to understand what other people are saying, by watching the muscular action accompanying speech. What class of consonant elements do you think would be easiest for them to distinguish in this way? What class do you think would be most difficult for them to dis- tinguish? Pronounce the word gay deliberately. Classify hard G according to formation and sound. Describe the action of the tongue and soft palate in pro- ducing the sound. Can you prolong the sound? 42 ORAL ENGLISH Pronounce the word key slowly. Classify K according tC formation and sound. Compare it with hard G regarding prolongation. What other consonants end with an explo- sion of breath like Kf What other consonant sometimes has the same sound as Kf Position for Hard G Position for K G (hard) From the gallery, the guests gazed at the garden, gaudy and fragrant with green grass, gay geraniums, great morn- ing glories, glaring foxgloves, gleaming grapes and all the gorgeousness of a gardener's art. GD During the forenoon, we lugged boards, rigged a raft, nagged the gardener, begged mother for cookies and jigged on the piazza. GL Gliding to the window, the Globe reporter glossed the glazed glass with his glove, and glared out at the giggling glutton. GR The grandee gradually grew greedy and gruff, grudging the grant of his green grove to grouse hunters, and greeting all groups with graceless grumbles. GZ Coggswell hates prigs, brags that he wears rags, and tramps his legs off in bogs to lug home slugs, frogs and bugs. FORMAL ELEMENTS IN ORAL ENGLISH 43 Note. X has no sound of its own, but is either a combination of GZ or KS. X (like GZ) Reexamining the example, David grasped its exact meaning, and was exasperated to think he had exhausted so much time in useless exertion. GW That Guelph spoke his native language most languidly. GLD The traveller haggled with the officer over the smuggled goods, till he boggled the whole affair and struggled in vain. GLZ O^er the tangles of the dingles the eagles soar, And bugles' notes in melody pour. K "Cupid and my Campaspe played At cards for kisses; Cupid paid.'' KL The clown clad in a clumsy cloak and clinging to a club, clutched the clamoring clerk and clapped him into a clothes closet. KN If you darken the room and beckon the children away, I reckon he will not waken. KR Crippled by crowding creditors and crazed by the crisis, the critic crept across Cr^^stal creek to the crag and cried. KS Without tricks or jokes, I tell you these tracks lead past the stacks and over the rocks to the home of Mike's folks. X (like KS) Roxanna, the little vixen, coaxed the tutor to excuse her from the exercise; because she had unwittingly ex- changed her lexicon for a treatise on expansion. KT The gang knocked at the door, attacked the watchman, sacked the house, packed up the booty and streaked away; but were tracked, checked and locked up for their rash act. KLZ My uncle's pleasure over the new buckles, was evidenced by chuckles, the wrinkles about his mouth and the way he struck his knuckles together. KND He reckoned if he quickened his pace, he could reach the hotel before the clouds thickened. KNZ The fever victim weakens and sickens every time he wakens. KST When the manager coaxed her to remain another week, she mixed the candies and boxed them. 44 ORAL ENGLISH Note. Q is always followed by C/, and is sounded like K or KW. Q (like K) The critique and coquette by oblique methods, piqued the unique clique on their ability to play the antique games of croquet and piquet. QU (like KW) Quoting a quaint quotation, the queer quaker quickly quelled the quarrel, and requested the quibblers to quit that quarter quietly. LESSON XIV NG Pronounce deliberately the word ring. What two conso- nants in the word seem to unite in one sound? Classify NG according to formation and sound. In what two respects is NG like hard Gf How does it differ from K? How does it differ from both hard G and Kf What other consonant elements have marked nasal resonance like NGf Give the sound of each with careful atten- tion to accurate position of the vocal organs in producing it. N sometimes is sounded like NG, as in anxious, ink, anchor and conquer. NG The livelong day, the strong young hireling, feeling no pang swung along with the throng and sang the king's song. NGD The wronged prisoner sentenced to be hanged, banged the door of his cell and longed to be in the thronged street. NGK The cranky monk did not think to thank the banker for his drink and bunk. NGST skylark! thou spring'st from the earth, but wing'st and sing'st in the air as if thou belong'st amongst the clouds. NGTH The length of their time of service will be according to their strength. Position for NG FORMAL ELEMENTS IN ORAL ENGLISH 45 LESSON XV Y and H Give a complete list of the labial subtonies mentioning the cognate of each. Give a complete list of the lingual atonies naming the cog- nate of each. Mention a pair of cognates that are palatals. Pronounce the word yet Look at the diagram, and de- scribe the position of the vocal organs in producing the sound of Y. Classify the consonant Y according to formation and soimd. Note. Y is classed as a palatal, because the top of the tongue articu- lates with the hard palate. F is a consonant only at the beginning of a word or syllable. Position for Y Position for H Give an example of F as a vowel. Pronounce the word how. Notice that H seems to be only an expulsion of breath with the throat open. Compare the diagram of the position of the vocal organs for H with that for F. 46 ORAL ENGLISH When Y is followed by a consonant as in ypsilifornij it be* comes a vowel; so we have no consonant combinations with Y. H is never followed by a consonant, therefore no drills in consonant combinations can be given for that element. Y Yesterday, under the yew in yonder yard, your Yankee young- sters yelled that they yearned for a yacht. H The hermit^s hut had a hearth heaped with hewn hickory, a ham- mock hitched to high hooks, a hinged hutch holding ham, hash, haddock and wild hare, a huge hamper heavy with hammers, helmets, harpoons, horns and a harp, hides hanging by holes, and two heaving hounds on heaps of hay. PRONUNCIATION GRADED LESSONS IN ENGLISH VOWEL SOUNDS OR TONICS LESSON I Diacritical Marks are the symbols used to designate the various sounds of vowels and consonants. The following is a list of the diacritical marks with the name of each. macron A caret breve ^ tilde or wave dieresis j_ suspended bar semi-dieresis , cedilla Note. In this book the diacritical markings of Webster's New Inter- national Dictionary are employed; because they are more generally used than those of other dictionaries for indicating the pronunciation of words, they are pertinent in most cases without rewriting the word, they are somewhat less confusing, and, therefore, more easily learned. Long Vowel Sounds The vowels in English are A, E, I, 0, C/, and sometimes W and F. The long sound of vowels is indicated by a dash above the vowel, called a macron. FORMAL ELEMENTS IN ORAL ENGLISH 47 Rule for Pronunciation. — Long vowel sounds in English are pronounced exactly as they are spoken in the alphabet, except Y which is pronounced like long I, LONG A maker dative blam^les^ snak^ saint LONG O CO^t foi/r over uphold foremost LONG E schem^ field preach dre^m che^k seiz^ LONG u dispute music ttin^ duty student Note. W never has a long or short vowel sound. LONG I llf^ slimy umpir^ subscribe llkewis^ advis§( LONG Y styl^ typ^ defy hyphen python spy Some of the long vowel sounds in the following words are often mispronounced. Can you pronounce each of them as indicated by the diacritical marks? gra' tis il lume' bron chi' tis ye^r' ling yolk Dan' ish grim' y ap pa ra' tus car' bine al ly' Tu^s' day pa' tron cho' rus a wry' a' pri cot LESSON II Short Vowel Sounds No rule can be given for pronouncing short vowel sounds in English. They are learned most easily by taking a key 48 ORAL ENGLISH word for each vowel. The following are suggested as key words: for short A, catch; short E, ten; short 7, kids; short 0, from; short U and short Y, gully. The five words make a nonsense phrase, Catch ten kids from gully, that may help in remembering them. The short sound of vowels is indicated by a curved line above the vowel called a breve. SHORT A cS,mp fabric cS,ndy radish back magnet SHORT E tent velvet wretch boldness dead cent SHORT I rich civil Latin vMt ermine mint SHORT o d5llar hbnest fSssil b5nnet c6mbat c6ttage SHORT u htimble suggest mtltton uncle trtink ptiblic SHORT V mj^th gaudy city gypsj^ hymn gymnast Pronounce the short vowel sounds correctly in the follow- ing words: rep' til^ pS,s' sage h5v' el grS,n' a ry bade Slip' pie po' em bi' cy cle kef tie G6d syr' up en' gin^ par mis try sem' i-cir cle oint' ment Review the long and short sounds of vowels, by telling how the following words should be pronounced, and how every vowel should be marked to indicate its sound. What vowels are silent? FORMAL ELEMENTS IN ORAL ENGLISH 49 smoke uproar duchess postpone unroll pavement insult cactus beauty gadfly colleague octave raiment ambuscade rally campaign disease lollipop erase anecdote complain franchise comply mutiny misdeed dentist dairy peevish cyclone captive sport apply satisfy banjo quail cascade hump-back condole dynasty rabbi LESSON III Italian and Broad A The sound of Italian A is ah, and it is indicated by two dots above the vowel called a dieresis. The sound of broad A is aw. It is indicated by a dieresis below the vowel. ITALIAN A target haH calm harvest gargle harbor BROAD A h^ salt w^r pauper taught awning Note. In certain localities, people erroneously substitute Italian A for broad A in such words as taught, water, caught, daughter, etc. Avoid common errors, and less preferred pronunciations by giving to the vowels ui the following words the sounds indicated. hearth cal' dron lai/gh' ter al' der fi na' le fa^' cet lai/n' dry par frey gaunt' let be cavfse aim' ond sai/' cer jai/n' dice pal' try ai/nt 50 ORAL ENGLISH The following words illustrate long and short vowel sounds, Italian A, and broad A. As a review, mark each vowel with the proper diacritical mark, and cancel silent vowels and silent consonants. artist psalm appear always invest daylight hawk dyestuff pupil walnut expel embalm sentry- ivy parchment jolly scrawny harness pansy costume consult sneak comic inspire charcoal tunic sadness pause stealing although census sarcasm grain climax cheese grindstone multiply embargo chart LESSON IV supreme Short Italian and Short Broad A As the name indicates, short Italian A is similar to the full Italian A, except that it is less prolonged. It occurs when the vowel A constitutes or ends an unaccented syllable; and is preferred in syllables ending in sk^ ff, ft, th, ss, sp, st, nee, ntj and nd. It is marked with a semi-dieresis above the vowel. Short broad A has the same sound as short 0. It is marked with a semi-dieresis below the vowel. SHORT ITALIAN A SHORT BROAD A ide'a what yag' a bond watch A mer' i ca squash fast wan der bath qug,n ti ty danc^ squg,d ron FORMAL ELEMENTS IN ORAL ENGLISH 51 Practice pronouncing the words in the following list as they are marked, to accustom yourself to these preferred pronunciations: um brel la squ^r or last ing wg,f fle ad vance quaid rat ic al ge bra w^l rus glass y sw^mp sar sa pa ril' la was (not wuz) mas ter yg.cht crafty Review the sounds taken in this and the previous lessons, by marking the vowel sounds in the list of words given below. Cancel all silent letters. bombard confuse fulcrum fastest squander exit cabinet asleep laurel cartridge autumn grandsire cadet panic invade caustic admire logic wasp sparkling carnation eddy canteen channel swan niece auction lurid augment briny larceny unseen basket garlic landscape ignite priest yuletide wallet tulip LESSON V Circumflex A and E Circumflex A always precedes the consonant R, and passes to that element with what is known as a glide. The sound of circumflex A, as nearly as it can be pro- nounced by itself, is air. It is marked with a caret above the vowel. Circumflex E is identical with circumflex A in sound, and is marked in the same way. 52 ORAL ENGLISH CIRCUMFLEX A squdr^! scarcely sw^ar stdh- glar^J CIRCUMFLEX B Mir port-cocMr^ ther^for^ Note. There are very few words containing the sound of circum' fiexE. Practice the pronunciation of the words given below. p4r' ent gar' ish mo' hair heir' ess sol i taire' fah-'y deb o nai'r' ap par' ent laird scdre crow Mark the vowel sounds in the review list below, canceling all silent letters. compare wand applause nickname gazette impair mastiff garnet data maudlin squalid gaudy milkmaid discard warden comma thyself promise whalebone welfare garnish bugbear thaws wallow hardware ignore insnare cautious escape adult nowhere patella naughty tarnish larboard collapse sycamore incline justify disgrace LESSON VI E LIKE LONG A AND I LIKE LONG E When E has the sound of long ^, it is marked with a ma- cron below the vowel. When I has the sound of long Ej it is marked with a dieresis above the vowel. FORMAL ELEMENTS IN ORAL ENGLISH 53 E LIKE LONG A they dei'^n mating^ I LIKE LONG E intrigi/0 polic^ sardin^ capric^ benzin^ physiqi/^ Apply these two sounds in the pronunciation of the words in the next Hst. (zhaO cliqi/^ bla se' vis a vi^' neg U ge^ has til^' pi' br6c){ me le^' gab er dine' ca f e' s6m bre' ro tet^ a tet^' de bri^' e clai'r' hei'' n^tis pas se' Mark the vowel sounds in this review list, and cancel silent letters. transparent unload vein install weigh audit antique holy rhyme concave insnare reindeer obscure daunt fuel convex machine reign bauble valise alas sublime farce ajar centaur victim wigwam campus heart neigh skein silent caucus marine malt convey cashier calf earache justice LESSON vn Ej I AND Y MARKED WITH A TILDE Ey I and Y marked with a tilde or wave, are identical in sound. This is another vowel sound gliding to jR, and is best pronounced by the syllable er. 64 ORAL ENGLISH TILDE E germ clerk prefer dearth fertile! he§(rs^ TILDE I firm flirt whirl virgin circus dirg^ TILDE Y martyr myrrh zephyr myrtle satyr myrmidon Ap» Note. There are but few words containing Y with this sound, ply this sound in pronouncing the following words. ker' nel ster' ling squir' rel third cir'cu lat^ sub merg^' bird ser' pent first girl Hyr' can skir' mish sher' bet her' mit con vers^' Note. Sometimes A and have this particular sound as in the words liar and factor. In such cases the A or is marked with a tilde. Words for Review of Vowel Sounds tumult disarm numerate gunner swarm gaberdine lumber wadding advertise artery hyena archer ravine washboard safety cocoa pigmy elite sacrifice carpenter impulse appall adore slaughter cypher eighteen magnify mystic hygiene judgment cucumber circus aghast czarina alter intrigue water-fall birthplace dynamic greasy LESSON VIII Long and Short 00 The sound of long 00 is like the in the word who, and it is marked with a macron above the double vowel. The sound of short 00 is like the in the word wolf, and it is marked with a breve above the double vowel. FORMAL ELEMENTS IN ORAL ENGLISH 65 LONG 00 moon soon roof hoof harpoon Waterloo SHORT 00 wood foot hook look book woolen Note. A common error is to substitute short 00 for long 00, as in the word roof. Apply these sounds in the following words: coop' er buf f oon' pa poose' schoon' er lam poon' car toon' ty phoon' school' book dra goon' ooze foot' stool oo' long sham poc )' la goon' CO coon' Words for Review of Vowel Sounds stair haughty foresight scallop toadstool bureau chair air-tight prey farthing submerge forestall ulster quassia inveigh Argentine salute wardrobe dwarf cultivate cruller quarantine arctic birch saliva smuggler woodbine ugly rookery squirm neuter feint verdigris syntax opera quadrangle express faculty indict portrait LESSON IX Diphthongs The diphthongs in English are 01, OY, OC/ and OW. The diphthongs 01 and OY are combinations of the sounds of broad A and short I. 56 ORAL ENGLISH The diphthongs OU and OW are combinations of the sounds of Italian A and long 00. 01 coil rejoice loiter OY oyster employ coyly OU cloud devour abound OW clown dowry shower Note. TF is a vowel only when it is a part of a diphthong. Y is a vowel when it is a part of a diphthong, and when it has a sound of /. All the vowels in English except E are really diphthongs, for they start with one sound and end with another. By saying A very slowly, you will notice that it begins with the sound of A and ends with the sound of E, Pronounce the diphthongs accurately in the following words. r(ou)t gF§f (ou)r p(oi)^n' ant se' p(oy) s(ou)r ch(ow) ch(ow) all(oy)' vic^' r(oy) gr(oi)n v(ou)chsaf§!' h(oi)st l(ow)' er y ty' ph(oi)d sur' l(oi)n b(oi)s' ter ous Words for Review of Vowel. Sounds lair annoy insnare gawky clover coin antique convoy magazine soda import food counter iceberg lobster harness trousers wander gargoyle bounty garnet footnote prayer mistook naught invoice drought adroit boycott channel fete cleanly carcass greyhound cargo numerous raccoon jurist suite warehouse FORMAL ELEMENTS IN ORAL ENGLISH 57 LESSON X Circumflex and U Circumflex is like broad A in sound. It is marked with a caret above the vowel. Circumflex U is similar in sound to E, I and Y when marked with a wave. The circumflex U is marked with a caret. CIRCUMFLEX CIRCUMFLEX stormy blAr perform htlrdle fortress ctirse tornado piirse horse sM endorse ttirmoil LIKE SHORT V When is sounded like short C/, it is marked with a semi- dieresis above the vowel. mother hover month bl6^d sponge weapon Apply these three sounds in the pronunciation of the fol- lowing words. pilr' port corpse btir' sar mon' grel pAr su^' noth' ing de mtir' cor' nice plov' er j(?tlr'n^y pom' mel stir' g^fon tongi/^ lor gnette' gor' mand 58 ORAL ENGLISH Words FOR Review OF Vowel Sounds welcome chenille hartshorn pardon hawthorn distort cauliflower casino hornet melon auburn concord visit fraud torpedo ransom turquois hyacinth victim augment transparent wanton purloin dynamo critique catarrh forbear wabble spicy croquet tontine cavalier furlough smother indict aware artery deign surprise exploit LESSON XI AND u LIKE 00 When or [/ is sounded like long 00, it is indicated by a dieresis below the vowel. When or ?7 is sounded like short 00, it is indicated by a semi-dieresis below the vowel. LIKE LONG 00 mgv^ tgmb shQ^ ruin fruit intrud^ LIKE SHORT 00 wglf wpman bpsom push bullet butcher Apply these sounds in the pronunciation of the following words. rQijt tin^' boi/ quet' CQi/' ri er crup' per WQjfst' ed sil hQi/ eif4' ca no^' June dru' id ruth' less ru by bru net/^' mirth' f ul c^uld gWul FORMAL ELEMENTS IN ORAL ENGLISH 59 Words for Review of Vowel Sounds coup6 canary thralldom litre pear tree pulpit bijou mirthful Pisa carouse turnpike scornful bloodhound embroil satire soup garlic postmark survey martingale cowslip urchin crucify vanilla soubrette mastoid haymow disjoint improve incline ransom doughnut barter ratify adroit geyser abhor glare troupe squaw LESSON XII Long Vowel Sounds in Unaccented Syllables Any long vowel sound occurring in an unaccented syllable, is less prominent in pronunciation than a long vowel sound in an accented syllable. To indicate this distinction, long vowel sounds in unaccented syllables are marked with a suspended bar above the vowel. Contrast the long vowel sounds in unaccented syllables below, with the long vowel sounds in accented syllables. LONG VOWEL SOUNDS LONG VOWEL SOUNDS UNACCENTED accented syllables syllables Mon' day obey' pro f an^' en clos^' vir lag^ bil' lows in san^' con dol^' de mand' H nite' up he^v^' fu'ry e vent' grad' ti ate be li€v^' re f us^' di am' e ter hy e' na sub lim^' defy' tde'a ty phoon' aliv^' July' 60 ORAL ENGLISH Pronounce long vowel sounds in unaccented syllables accurately in the following words: morf gag^ voy' ag$? ig no ra' mus re mors^' re cur' Fri' day u surp' a e' ri al bro cad^' lit' er a tur$! de plorjJ' ma' gi his' to ry gar' bag^ na' tur§? Words for Review OF Vowel Sounds aldermen beware adieu salute would ravage cistern review coinage martyr gondolier risky hortative skeleton garner turpentine gangrene resume mushroom harum-scarum irksome heirloom destroy ounce macaroon ruse oily hardihood coyote neighbor mustache prima doima quadrant accomphce austere dagger catamount audience enormous deltoid answer random stirrup tintype gurgle silo encounter wan tambourine castle crude effigy awful churn dowry biceps affront cinnamon stupid bulrush lament forsook cleaver savage society myrrh devise traffic commerce precise cobbler cartilage potentate naive protege decoy prowess declare elsewhere hoodlum FORMAL ELEMENTS IN ORAL ENGLISH 61 GRADED LESSONS IN ENGLISH CONSONANT SOUNDS Note. Only consonants that have more than one sound are consid- ered in this series of lessons. LESSON I Hard and Soft C There are but two sounds of C: ^ namely; the hard sound like Ky and the soft sound like S. The former is marked with a macron across the consonant, and the latter with a cedilla below the consonant. HARD C SOFT C €old givil are gypress ethics glange picture forge accord agid action gertain Hard and Soft G G has two sounds. Palatal (?, as in the word gig^ is called the hard sound; and lingual G, as in the word rage, is known as the soft sound. The first is marked with a macron over the consonant, and the second with a semi-dieresis above the consonant. hard q soft g gay gem glad stingy argue large muggy ginger iceberg judge eg^ midget ^ In a few words C has the sound of Z or SH, as in discern and ocean. 62 ORAL ENGLISH Mark the two sounds of C, and the two sounds of G cor* rectly in the following words : frigate guild catalog oblige cook coil cinders gorgeous margin gauntlet barge entrance grudge cayenne dungeon coupon discard once George gymnast ground city comrade cigar conceal cleanly silence gaunt frigid geyser colleague saucer clog success delicate cellar critical receive LESSON centre II cork Sounds oi ^ CH CH has three sounds: like K, SH and TCH. When it sounds like K, it is indicated with a macron across the C. The other two sounds have no diacritical markings. CH LIKE K CH LIKE SH CH LIKE 2 €horus chaise chin epoch chagrin church echo machine much character mustache arch chlorine chivalry choice chaos chaperon Sounds of N birch TCH N has two sounds: its common sound as in niney and like NG as in ink. The common sound is never marked. N like FORMAL ELEMENTS IN ORAL ENGLISH 63 NG is indicated by a macron below the consonant, or by prolonging the final stroke of the n, thus, r]. COMMON N tent annul change night pronounce penny N LIKE NO anchor dingle uncle thank congress anger Review the consonant sounds already studied by means of the following list of words : cravat fireplace beseech accept wages chronic pilgrim magic stern tragic number sanguine croup advice chirp cipher glove dangle lodging vender chemist monster cholera cheroot cordial monk cheap conduct deceit ■Charlotte charges charlatan charade gore gigantic anxious rogue chiropodist chass^ achieve LESSON III SuBTONic, Atonic AND Glide R There are three different sounds of R, none of which is indicated by diacritical marking. Regular consonant R occurs at the beginning of a word or syllable, or after a sub- tonic. Aspirate R occurs immediately after an atonic. Glide R occurs immediately after a vowel or diphthong. 64 ORAL ENGLISH SUBTONIC R ATONIC R GLIDE R room frame fern race crag heart borrow trust bird brain prove hurt derail cream roar groan froze Sounds of S war S has four sounds; like S, like Z, like SHj and like ZH. When S sounds like Z it is marked with a suspended bar below the consonant. The other sounds have no markings. S NATURAL S LIKE Z S LIKE SH S LIKE ZH smile rib§ sure vision swim ha§ sugar confusion curse accu§e censure usury best digmal sensual visual message regolve passion leisure silent hugband issue pleasure Words for Review of Consonant Sounds physic release govern concern array convulsion orchard grease think immerse perch ease impress sausage occasion mansion please crease cheese courage geese grieve broker reproof fraud chyme • mission delusion ink derision sink barouche translate entreat tease credit invasion written noise stranger FORMAL ELEMENTS IN ORAL ENGLISH 65 LESSON IV SUBTONIC AND AtONIC TH TH has two sounds, one vocal and the other aspirate. Vocal TH is marked with a macron across the consonants. TH ^OCAL TH ASPIRATE wreathe thin bathe thing tiien thrive father breath those length thy birth Vocal and Aspirate X Vocal X sounds like GZ, and aspirate X like KS, Vocal X is marked with a suspended bar below the consonant. VOCAL X aspirate X epst wax e^alt execute exhort exit example exclaim exult excel exhaust exhaust Words for Review OF Consonant Sounds carouse fathom insurance pierce exempt wrench throne cloud dearth examine cube execute musing reverse exactly- pause weather picnic merchant purge presume worth illusiQU ready witch cynic vex cambric hoax pink corrupt reflex choose pressure mink smuggle phrase relax treasure grudge 66 ORAL ENGLISH Accent What is Accent? — It is necessary to consider accent *n connection with pronunciation. In accenting a syllable of a word, one gives greater force and a different pitch to that syllable, than he does to the other syllables of the word. For all practical purposes, however, it is merely a matter of speak- ing the syllable on a higher pitch. If a pupil has difficulty in placing an accent, and is told to strike a higher note with the syllable, he will generally get it correct at the first trial. The melody of certain sentences may lower accented syllables in pitch, but in single words the accented syllables are always raised in pitch. Primary and Secondary Accents. — In words of three or more syllables, two accents are employed, the stronger being called the primary accent, and the weaker the second- ary accent. The secondary accent is distinguished from the primary by a lighter mark of accent; e. g., as' pi ra' tion: or, as in some dictionaries, by two lighter lines; e. g., con'' tra diet'. Certain dictionaries mention tertiary accent, but it is very difficult to estimate the degree of accent beyond the sec- ondary. There are many pairs of words in English spelled the same, but accented differently to distinguish the noun from the 7erb; as an' nex, annex'; the noun from the adjective; as com' pact, com pact'; or the adjective from the verb; as per' feet, per feet'. Can you accent each of the following words as indicated, tell what part of speech it is, and use it correctly in a sentence? ab' sent, ab sent' di' gest, di gest' ab' stract, ab stract' dis' count, dis count' ac' cent, ac cent' ex' tract, ex tract' af ' fix, af fix' fer' ment, fer ment' FORMAL ELEMENTS IN ORAL ENGLISH 67 al' ter nate, al ter' nate at' tri bute, at trib' ute aug' ment, aug ment' Au' gust, au gust' cem' ent, ce ment' col' lect, col lect' com' pound, com pound' con' Crete, con crete' con' fine, con fine' con' flict, con flict' con' sort, con sort' con' test, con test' con' tract, con tract' con' trast, con trast' con' verse, con verse' con' vert, con vert' con' vict, con vict' con' voy, con voy' des' cant, des cant' de' tail, de tail' re' tail, re tail' so' journ, so journ' sub' ject, sub ject' su' pine, su pine' fre' quent, fre quent' in' cense, in cense' in' crease, in crease' in' suit, in suit' ob' ject, ob ject' per' fume, per fume' per' mit, per mit' prec' e dent, pre ced' ent pre' fix, pre fix' prem' ise, pre mise' pres' ent, pre sent' prod' uce, pro duce' prog' ress, pro gress' proj' ect, pro ject' pro' test, pro test' quar' an tine, quar an tine' rec' ord, re cord' ref ' use, re fuse' re' gress, re gress' rep' ri mand, rep ri mand' sur' vey, sur vey' tor' ment, tor ment' trans' fer, trans fer' trans' port, trans port' Mispronunciation What Good Pronunciation Includes. — Good pronuncia- tion includes dividing a word into its proper syllables, plac- ing the accent on the right syllable, and giving to vowels and consonants their correct sounds. Dictionaries are Records of Language Development. — The dictionaries are our standards for pronunciation. Yearly editions are necessary, because our language undergoes certain changes from year to year. New words come into current use, and some words with the growth of the language, 68 ORAL ENGLISH develop a different meaning, spelling or pronunciation. In a word, the dictionaries are records of the usage of well educated people — the best use of English. English is our language and is intimately associated with our country. Let us respect both of them. Results from the Study of Phonetics. — The graded les- sons in vowel and consonant sounds, if well mastered, will acquaint the pupil with many of his own errors in pronuncia- tion, cultivate his ear to distinguish shades of vowel and consonant sounds, and train his organs of speech to greater accuracy in articulation. The purpose of the following lists of words is to call atten- tion to the correct pronunciation of some words that are frequently mispronounced. At the same time the various kinds of mispronunciation to which we are liable, may be noted. I. Words that are mispronounced by a wrong division of the syllables. Pronounce each one carefully. an tip' o des eq' ui ta ble ar tif i cer gla di' o lus be nef i cent ho me op' a thy bo' na fi' de hy per' bo le cam pa ni' le ir rep' a ra ble clem' a tis joe' und com' pro mise lam' en ta ble dec' ade mu nic' i pal de co' reus mol' e cule de men' stra tive pho tog' ra phy dep' ri va tion prel' ate des' pi ca ble qui e' tus def ' i cit rev' o ca ble di as' to le si' ne cure di shev' el te leg' ra phy ep i zo of ic FORMAL ELEMENTS IN ORAL ENGLISH 69 II. Words that are mispronounced by inserting extra syllables or letters, such as elum for elrrij and sawr for saw. Drill on the list. alpaca down law soda athlete draw method straw attacked drowned now umbrella brethren elm overalls woman blind hydrangea helm gulp chimney innocent saw film comma jaw Gibraltar prairie realm III. Words that are mispronounced by omitting syllables or letters. This is a very common error; for we often hear gometry for geometry, intrest for interest and many careless omissions of the same kind. Are you sure you can pronounce each of the following words correctly? accept eleven machinery artistically every magnolia battery favorite memory boisterous general miniature botany geography miserable bravery geometry mystery calculate govern natural cardinal idea neuralgia cemetery incendiary original certificate incidentally parenthesis clarinet insidious participle crept interest personal delivery ivory poem depths judiciary poetry diamond kept pumpkin different laboratory reasonable discovery lineament recognize 70 ORAL ENGLISH regular restaurant reverend reverie rheumatism sarsaparilla sentinel several similar singing singular slept temperance tedious tract usual veterinary IV. Words frequently mispronounced by placing the accent on the wrong syllable. Pronounce each of the follow- ing taking pains to place the accent where it should be in each word. ab do' men con' tu me ly ly ce' um ab' ject CO te rie' mau so le' um ac cli' mate dem ni' a cal mis' chie vous a cu' men dis course' mu se' um ad dress' di van' ob' li ga to ry a dept' ep' och or' de al ad' mir a ble ex' qui site or' tho e py a dult' fi nance' py ram' i dal al bu' men gar' ru lous re search' a' li as gon' do la re source' al lop' a thy gri mace' re fut' a ble au to mo' bile her cu' le an ro bust' bra va' do ho ri' zon su per' flu ous brig' and im' pi ous ti rade' bi fur' ca ted im' po tent trav' erse car' i ca ture in com' pa ra ble trib' une cer' e bral in dis' pu ta ble va ga' ry chas' tise ment in' dus try ve' he ment chauf f eur' in ex' pli ca ble ve' hi cle CO ad ju' tor in ter' po late vi ra' go com' bat ant in qui' ry ver bose' com man dant' jo cose' V. Words that are often pronounced with wrong or FORMAL ELEMENTS IN ORAL ENGLISH 71 unpreferred vowel sounds, list. Try to master the entire S-c qui Ss^^' a' er 6 plan^ a me' na bl^ ap pend 1 ci' tis a quS,t' ic Ar'ab &s' phS,lt at' ti tud§! ay (yes) a^^ (forever) dis ere' tion (shtin) dis' trict doth d5c' i\^ draught (draft) drom' e da ry en core (an' kor) ex t6l' f ai' €^n get gen' u in^ gen S al' 6 g5^ ha' rem hom^' ly h5s' tn^ hur ra)l' hy p6c' ri sy im pla' ca bl^ ju' gtl lar j^ust le*' sure (zhur) h' €hen m^r' i tim§! me di o' €r^ non^ 5f ' Hc^ broach broom bi 6g' ra phj^ €a da' ver caout chouc (koo' chook) cl'iqi/^ c5ch' 1 ne^l con' jtiT er c5n sti tu' tion (shtin) cre^k c6r' al cu' 1! nS, ry cti' p6 la da' is dg^f VI. Words that are often pronounced with wrong or un- preferred consonant sounds. Accustom yourself to the con- sonant sounds indicated. or' 6 tiind p^n 6 ra' ma pSn e gyr' ic pa' th6s pS-r' a s6l ped' al (noun) pe' dal (adj.) pe' 6 ny pret ty (prif ty) pr6c' ess (noun) pr5g' ress (noun) r(oi)l roof ric 6 ghef sSc ri le' gi-^iis si' mul ta' ne ^lis sle^k sough ing (suf ' ing) sta' ttis strych' nin^ tab' er na cl^ tas' sel vaude ville (vod' vill /res' fl4:: as so' ci ate (shi at) an' ch6 vy arch' an ggl ar' chi tect as get' i gigm ^ux il' ia ry (ag ?il' ya r^) 72 ORAL ENGLISH black guard (bl^g' ard) bian' kSt eel lo (cher lo) €hS,sm chaise (shSz) €hi me' ra c6n' quer des' ig nat^ des' til to ry douche (doosh) fa gad^' g)(er' kin g!b' ber gib' ber ish gib' bet gy' rat^ gyv^s h6r' o log^ ISngth I6n gev' 1 if me§' mer i§m mi rage (razh'^ 15g' a rlthm nich^ pS,n' to mim^ pla' gi'a ri§m re gime (zhem') sac' ri fice (fiz) s^jftgm sphere (sfer) spin' ag^ sub p^e' na suf fice (fIz') tran' qi/n \X §tirp' vie ar (vik' er) vis or (viz' er) VII. Words of this list are sometimes mispronounced by sounding silent letters. Do you make errors of this kind in pronouncing the following words? again Edinburgh nuisance almond extraordinary often been falcon quay breeches glisten raspberry business height salmon chestnut herb soften corps hostler subtle debris gunwale sword debut Iroquois viscount Delhi imbroglio eclat kiln FORMAL ELEMENTS IN ORAL ENGLISH 73 EXERCISES IN PRONUNCIATION A sacrilegious son of Belial who suffered from bronchitis, hav- ing exhausted his finances, in order to make good the deficit, resolved to ally himself to a comely, lenient, and docile young lady of the Malay or Caucasian race. He accordingly purchased a caUiope and a coral necklace of a chameleon hue, and securing a suite of rooms at a principal hotel, he engaged the head waiter as his coadjutor. He then dispatched a letter of the most unexcep- tional caligraphy extant, inviting the young lady to a matinee. She revolted at the idea, refused to consider herself sacrificable to his desires, and sent a polite note of refusal, on receiving which he procured a carbine and a bowie knife, said that he would now forge letters hymeneal with the queen, went to an isolated spot, severed his jugular vein and discharged the contents of his carbine into his abdomen. The debris was removed by the coroner. A Visit to the Deering High School A member of the executive board started out in blithe spirits to visit the Deering High School. He heard the soughing of the wind through the trees. Glancing backward he saw a boy on the side- walk vigorously working the pedals of his bicycle and evidently enjoying the pedal exercise. Stepping aside, he gave him the pre- cedence, though thinking it might be establishing a bad precedent to allow cycling on the sidewalk. The boy touched the visor of his cap in polite salute and rode on. He soon met a doctor who in- formed him that he had patients ill with bronchitis, appendicitis, and a case of diphtheria with the parotid gland badly affected. He said his horse seemed very docile, but he was overworked as his other had an attack of epizootic. He would buy another but the status of his finances was such that it would leave a deficit in his cash account. A canine pet of huge size met him as he passed along. He soon observed in the distance an object approaching that resembled a caUiope escorting the pageantry of a circus. It proved to be an automobile with a party in jocund spirits on their way to attend a vaudeville performance. He reached the school before recess and met the principal in the recess of the building. In the library he saw one young lady read- ing the poems of Felicia Hemans; another was deeply absorbed in a romance. One was writing an essay on the Resources of Maine, and her companion was looking up Palestine on the map. A young 74 ORAL ENGLISH man of robust physique was preparing an address on orthoepy and orthoepical subjects. He had reached the finale of his writing. He was asked to read his address but he rephed with a grimace that he was not ready to do that. The chemical laboratory seemed well supplied with needed ap- paratus. One of the boys drew water from a faucet and colored it with cochineal. Another went to the pharmacist for benzine, strychnine, iodine, cocaine, iodide of potassium, calcined plaster, shellac, peroxide of hydrogen, carmine ink, fulminic powder, and arseniureted powder. The glittering facets of an amethyst gem, worn by one of the young ladies, caught the eye of the committee. In the Greek class the teacher was discoursing on the indirect dis- course and on the errors often made in pronunciation. The class in algebra was comparing the similarity of algebra to arithmetic and also solving complex, simultaneous equations. The teacher of ex- pression was discussing accent and drilling her class to accent the proper syllable. They were reading the following: "I contemplate often a plethoric, peremptory, sacrilegious, invalid inmate, who seems acclimated though enervated. He, according to the legend, is an aspirant for the fame of a conjurer. He holds in his hand a vase illustrated by a distich from a Latin satire." The teacher of the physical geography class had made a collection of caoutchouc, cochineal, apricots, syrup strained through a colander ready for culinary use, spinach, and bananas. In the geometry class he heard the two sides alternate in demonstrating the equality of alternate angles. The class in civil government seemed much interested in municipal problems. They were planning to perfect an organization to conduct a town meeting in accordance with the usages of our modern civilization. The students were courteous in their manners and observant of the etiquette of the school. The N. E. A. Alphabet Many educators and philologists have felt the need of more scientific symbols for the accurate denotation of the sounds heard in English speech. To meet this need a com- mittee of experts worked for several years formulating such an alphabet, and reported the results of their labors to the National Education Association in 1911. The alphabet was adopted by the association, and is known as the N. E. A. FORMAL ELEMENTS IN ORAL ENGLISH 75 Alphabet. As yet it has not been much tested, is not well understood, and is waiting adoption by text-books and dic- tionaries. However, as this alphabet, or a modification of it, is likely to receive some recognition, the following com- parative table is submitted for the use of those that are interested. Roman Script Names Key-words Webster Markings a Q 66 a^ art a a a a «, artistic a in unaccented Qi at CLo CUty aisle, find syllables i Qa CM CLuy a^a/ out, thou (ou) (ow) A a d a. air k A a ^T ^ at S. B b £ I bi be b Ch di L^ cJi/ dhi chew ch D d j>^ di day d E e G^ ^ prey e E e t^ ^ey men e a = a, as in ask. a 1 = w , as in habit, senate (indicating a weakening toward i in v^^V)^ a = --, as in final, atom (indicating a weakening toward u in hut). 76 ORAL ENGLISH Roman Script Names 1 Key-words Webster Markings F G ef fee gl (not ji) go f g H hi he h i . J^ marine i I i J ^ tin \ lu i^ sJ-U^.^i.t4^ mute u J ' Ir, jI(or je) jaw j org K ^:£% ki (or ke) kin k or c L • :£/ el let 1 M "» 7?v ^}o^ em met m N n /Z^ /7^^ en net n 0.^ »3 77 ^^2x eD sing ^ or n « ,r note « 6?_ o- poetic o i & a- nor 6 ' (9' <^ not 6 1 This denotes the guttural nasal heard in sing, singer. It is a simple sound, not a compound of n and g. The ng of finger is com- posed of q + g (fin'gar), the nk of hank of q + k (bai]k). FORMAL ELEMENTS IN ORAL ENGLISH 77 ei ei Script Names Key-words oil Webster Markings (oi) (oy) P R pi er (or pit ar) rat P r S ;8' J ^ es set s or g Sh * ..J^Ay^^itJiy e^ ship sh T t Jj> tl ten t Th .