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In conclusion, let it be repeated that Elocution is not to be learnt without diligent and persevering EXERCISE of the voice. If the pupil has been made to understand all the explanations of the elements of Elocution which are contained in the foregoing pages, and to distinguish by his ear between the different modifications of sound which the examples are intended to exhibit, he will indeed have done much. He will have learnt a good deal that MAY afterwards be made useful, and will have improved his ability to criticise the speaking of others. His VOICE, however, will be little, if at all, improved, unless ALL the elementary exercises have been thoroughly gone through. His power to USE his voice in reading, or in speaking, will not be bettered, unless he proceed to practise himself in this department, by reading in the manner which has been pointed out. The system of accent must be perfectly understood to make him preserve his breath; the habit of correct analysis must be formed, to make him express the sense.

We do not claim the power of working miracles, of manufacturing good Elocutionists without labor. All we boast of having accomplished, is, the having pointed out a system of exertion, by which, with as little fatigue as possible, the pupil may arrive at excellence. To have mastered all that is contained in this book will be as much as a class of children can accomplish. More will be required, however, to perfect the delivery of the adult. Elocution is, like music, painting, or sculpture, a difficult, though an elegant and highly useful art.

It has been suggested by a gentleman, well known as a successful instructer of children, to whose judicious and valuable hints, the author has been much indebted, that it would be useful to collect together all the tables which have been given for practice, as an appendix, to which pupils might refer while pursuing their course of reading, or at any other time, after they had become masters of the theory laid down in the book itself. An Appendix of this nature is therefore inserted before the reading exercises. It will be found of utility to all teachers who would continue the drilling of their classes, after they have recited the explanatory parts of the preceding chapters, or to any pupils who may have ambition enough to pursue the improvement of their voice, with real ardor,


I. Tables for practice on the Vocal Elements.
1. The 8 long tonic elements.

1 ee, as in the words ee-l, m-e, ca-t, bel-ie-ve

oo-ze, m-o-ve, tr-ue, l-u-te
a-le, ai-r, pr-ay

a-ll, l-au-d, l-o-rd, aw-ful

a-rm, l-au-nch, a-fter

2 00,

3 a,

4 a',

5 a",

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2. The six short tonic elements.

1 ', as in the words i-t, w-i-ll, beaut-y

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3. The fifteen subtonic elements.

1 b, as in the words b-old, b-ul-b, El-be

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12 Y,

13 Z,

14 th,

15 zh,

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r-ow, r-uin, b-r-ow

v-ow, sa-ve, li-ve, ph-ial


z-one, ha-ze, song-s, rai-se,

th-en, soo-the, smoo-th

a-z-ure, preci-si-on

4. The nine atonic elements.

as in the words p-ull, ha-p, a-pe
t-ake, sa-t, la-te

k-ind, loo-k, c-ow, a-che, lo-ck
f-ace, i-f, o-ff, ph-ysic, lau-gh
wh-at, wh-en

* See page 27-the Note.

6 h, as in the words h-it, h-orse

7 s,

8 th',

9 sh,

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[ous, na-ti-on

sh-ake, har-sh, o-ce-an, gra-ci

5. Words to be divided into their elements and repeated correctly, in order to improve articulation.

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* The elements marked in italics are those which are most likely to be left out or mistaken.

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