the uses of letters in written words, the instructor will require the student to måster the following exhaustive though simple analysis. ANALYSIS.-1st. The word SALVE, in pronunciation, is formed by the union of three ōral elements; säv— salve. [Here let the student utter the three ōral elements separately, and then pronounce the word.] The first is a modified breathing; hence, it is an atonic. The second is a pure tone; hence, it is a tonic. The third is a modified tone; hence, it is a subtonic. 2d. The word SALVE, in writing, is represented by the letters, salve-salve. S represents an atonic; hence, it is a consonant. Its ōral element is chiefly formed by the teeth; hençe, it is a dental. Its ōral element is produced by the same organs and in a similar manner as the first ōral element of z; hençe, it is a cognate of z. A represents a tonic; hence, it is a vowel. L is silent. V represents a subtonic; hence, it is a consonant. Its ōral element is chiefly formed by the lower lip and the upper teeth; hence, it is a labiö-dental. Its ōral element is formed by the same organs and in a similar manner as that off; hençe, it is a cognate off. E is silent. ANALYSIS.-1st. The word SHOE, in pronunciation, is formed by the union of two ōral elements; sho-shoe. The first is a modified breathing; hence, it is an atonic. The second is a pure tone; hence, it is a tonic. 2d. The word SHOE, in writing, is represented by the letters, shoe-shoe. The combination sh represents an atonic; hence, it is a consonant. Its oral element is chiefly formed by the teeth; hence, it is a dental. Its oral element is produced by the same organs and in a similar manner as the second oral element represented by z; hence, it is a cognate of z. The combination oe is formed by the union of two vowels, one of which is silent; hence, it is an improper diphthong. It represents the ōral element usually represented by o; hence, it is an alphabetic equivalent of o. A VIII. RULES IN ARTICULATION. AS THE NAME of a Letter, or when used as an emphatic word, should be pronounced ā (ā in āge); as, She did not say that the three boys knew the letter a, but that a boy knew it. 2. THE WORD A, when not emphatic, is marked thus, ȧ,1 its quality in pronunciation being the same as heard in ȧsk, gråss; as, Give å baby sister å smile, å kind word, and å kiss. 3. THE, when not emphatic nor immediately followed by a word that commences with a vowel sound, should be pronounced thŭ; as, The (thu) peach, the (thů) plum, the apple, and the (thŭ) cherry are yours. Did he åsk for a pen, or for the pen? 4. U PRECEDED BY R.-When u long (u in tube), or its alphabetic equivalent ew, is preceded by r, or the sound of sh, in the same syllable, it has always the sound of o in do; as, Are you sure that shrewd youth was rude? 5. R MAY BE TRILLED When immediately followed by a vowel sound in the same syllable. When thus situated in emphatic words, it should always be trilled; as, He is both brave and true. She said scratching, not scrawling. IX. EXERCISES IN ARTICULATION. ILENT LETTERS are here omitted, and the words are spelled as they should be pronounced. Students will read the sentences several times, both separately and in concert, uttering all the ōral elements with fōrce and distinctness. They will also analyze the words 1 A Initial.-A in many words, as an initial unaccented syllable, is also marked å, its quality being that of a sixth power (å), as in ålås, åmåss, though somewhat less in volume of sound. bōth as spoken and written, and name the rules in articulation that are illustrated by the exercises. 1. It must be sō, thō mění milyŭnz mōrn. 2. Thŭ bōld båd bạiz brōk bōlts and bärz. 3. Thŭ rōgz růsht round thů růf rěd rõks. 4. Hi on ȧ hil, Hu herd harsěz harni hofs. 5. Shor al her päthz är päthz Ŏv pēs. 6. Bä! that'z not siks dŏllärz, but a dŏllär. 7. Chärj the old măn tọ chọz ả chạšs Chěsh’ẽr chẽ. 8. Līt sēking lit, hǎth lit Ŏv līt bēğild. 9. Both'z yoths with troths yuz wikěd ōthz. 10. Arm it with ragz, å pigmi stra wil pers it. 11. Nou set thŭ tẽth ănd strěch thŭ nostril wid. 12. He wŏcht ǎnd wept, he felt ånd prad far al. 13. Hiz iz, amidst thủ mists, mězhērd ăn ăzhēr ski. 14. Thŭ whalz wheld and whẽrld, and bârd thâr brad, broun băks. 15. Jilz and Jasn Jōnz kăn not sã,-Arōrȧ, álás, ámȧs, åmås, mănnå, villå, årō'må, nar Lūnȧ. 16. Thŭ strīf sẽseth, pēs approchěth, and thu gud mặn rejaiseth. 17. Thŭ shrod shroz sã that thŭ vil vĭksnz shīli yüzd shrugz, ǎnd shärp, shril shrēks, åt shrouded shrinz. 18. Shọrli, thō wonděd, thů proděnt rēkrọt wụd not et that krod frot. 19. Amidst thŭ mists ånd kōlděst frosts, with bârěst rists and stoutěst bōsts, he thrusts hiz fists ȧgenst thů pōsts, and stil insists he sez thu gōsts. 20. A starm årīzěth ăn thủ sẽ. A moděl věssěl iz struggling amidst thŭ war Ŏv ělěměnts, kwivĕring ånd shivering, shringking and battling lik ȧ thingking being. 21. Chast-id, cherisht Ches! Thů charmz Ŏv thi chěkẽrd chāmberz chân mẽ chānjlěsli. Far the är thủ chăplěts Ŏv chanles chărită ǎnd thu chălis ov childlik cherfulněs. Chānj kăn nót chānj the: from childhud to thủ chärněl-hous, from our ferst childish cherpingz to thů chilz Ŏv thu cherch-yärd, thou art our cheri chēftinės. A II. SYLLABICATION. I. DEFINITIONS. SYLLABLE is a word, or part of a word, uttered by a single impulse of the voice. 2. A MONOSYLLABLE is a word of one syllable; as, it. 3. A DISSYLLABLE is a word of two syllables; as, lil-y. 4. A TRISYLLABLE is a word of three syllables; as, con-fine-ment. 5. A POLYSYLLABLE is a word of four or more syllables; as, in-no-cen-cy, un-in-tel-li-gi-bil-i-ty. 6. The ULTIMATE is the last syllable of a word; as, ful, in peace-ful. 7. THE PENULT, or penultimate, is the last syllable but one of a word: as māk, in peace-mak-er. 8. THE ANTEPENULT, or antepenultimate, is the last syllable but two of a word; as ta, in spon-ta-ne-ous. 9. THE PREANTEPENULT is the last syllable but three of a word; as cab, in vo-cab-u-la-ry. IN! II. RULES IN SYLLABICATION. NITIAL CONSONANTS.-The elements of consonants that commence words should be uttered distinetly, but should not be much prolonged. 2. FINAL CONSONANTS.-Elements that are represented by final consonants should be dwelt upon, and uttered with great distinetness; as, He gets gold, and attempts by his acts to conceal his faults. 3. WHEN ONE WORD OF A SENTENCE ENDS and the next begins with the same consonant, or another that is hard to produce after it, a difficulty in utterance arises that should be obviated by dwelling on the final consonant, and then taking up the one at the beginning of the next word, in a second impulse of the voice, without pausing between them; as, It will pain nobody, if the sad dangler regain neither rope. 4. FINAL COGNATES.-In uttering the elements of the final cognates, b, p, d, t, g, and k, the organs of speech should not remain closed at the pauses of discourse, but should be smartly separated by a kind of echo; as, I took down my hat-t, and put it upon my head-d. 5. UNACCENTED SYLLABLES should be pronounced as distinctly as those which are accented; they should merely have less fōrce of voice and less prolongation; as, The thoughtless, helpless, homeless, girl did not resent his rudeness and harshness. Věry many of the prevailing faults of articulation result from a neglect of these rules, especially the second, the third, and the last. He who gives a full and definite sound to final consonants and unaccented vowels, without stiffness or formality, can not fail to articulate well. Tsun, EXERCISES IN SYLLABICATION.' HIRTY YEARS AGO, Marseilles 2 lay burning in the sun, one day. A blazing sun, upon a fierce August day, was no greater rărity in Southern France then, than at any other time, before or since. 2. Every thing in Märseilles, and about Marseilles, had stâred at the fervid sky, and been (bin) stared at in return, until a staring habit had become universal thêre. 3. Strangers were stâred out of countenance by stâring white houses, staring white walls, staring white streets, staring tracts of arid road, staring hills from which verdure was bûrnt away. 4. The only things to be seen not firedly stâring and glaring were the vines drooping under their load of grapes. These did occasionally wink a little, as the hot air moved their faint leaves. 1 Direction.-Students will give the number and names of the syllables of words, and tell what rule for the formation of syllables each |