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G. Croly. 406

77. Comparative Smallness of the Earth,

Dr. Chalmers. 413

78. Extract from an Oration,

R. Winthrop. 416

79. Plea in Behalf of Rowan,

J. P. Curran. 418

82. The Federal Union,

D. Webster. 422

83. A Speech in Favor of admitting California into the Union, W. H. Seward. 424

84. Description of a Thunder-Storm,

W. Irving. 426

88. Eulogy on America,

Phillips. 435

89. New York as it once was,

G. Bancroft. 437

90. Progress of Civilization

Northern Light. 439

92. Address at Laying the Corner-Stone of Bunker Hill Monum't, D. Webster. 413

93. The Value of the Bible,

Robert Hall. 445

94. Consequences of Atheism,

W. E. Channing. 447

97. Dr. Franklin in the Social Circle,

W. Wert. 452

98. Plea in Behalf of Mr. Peltier,

J. Mackintosh. 454

100. Select Paragraphs,


Effect of Climate on Mind,

S. S. Randall. 462

To the Citizens of Boston,

Josiah Quincy. 463

The Missionary's Object,

Pres. Wayland. 463

103. A Speech on Parliamentary Reform,

C. J. Fox. 466

104. Glorious New England, .

S. S. Prentiss. 468

107. America and Washington,

Phillips, 473

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Anon. 360

G. D. Prentice. 362


J. Pierpont. 369

Hannah F. Gould. 369

Mrs. Welby. 369

Thomas Hood. 370

C. L. Porter. 370

Anon. 375

S. Brown. 378

Anon. 385

Anon. 399

H. Ware. 400

Byron, 407

Coates. 419


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Shylock's Address to Antonio,

Roderick Dhu and Fitz James,

106. The Three Black Crows,

109. Speak not to Him a Bitter Word,

110. Hymn before Sunrise in the Vale of Chamouni,

116. Press On,

117. Soliloquy of Cato on Immortality,


Shakspeare. 470

Sir Walter Scott. 471

J. Byrom. 472

Anon, 477

S. T. Coleridge. 479

P. Benjamin. 494

J. Addison. 496


Modern Education,

Scene from Douglas,
48 An Extract from Cato's Sepate,
67 David and Goliah,
76 King Edward, Warwick, and Suffolk,
87 Old Fickle and Tristram Fickle,

Saladin, Malek Adhel, and Attendait,

113 A Scene from. Tainurlane,

Anon. 280

.J. Home. 304

J. Addison. 352

Mrs. H. More. 387

Franklin. 409

Allingham. 431

Anon. 456

N. Rove. 497


Part First should be taken up in the order of its arrangement, and taught agreeably to the authors' suggestions. The class should be exercised daily, on the tables, examples, and reading exercises illustrating the rules, until the principles of elocution therein contained, are clearly understood, and can be correctly applied in reading the miscellaneous lessons of the Second Part.

It is believed that the extent and variety of the reading matter it embraces, will not only relieve the dullness and tediousness of thus carefully studying elocutionary rules, sometimes complained of, but will be found amply sufficient, in the hands of a faithful teacher, to secure, on the part of his pupils, both in reading and speaking, a natural, easy, graceful, and impressive manner of delivery.

In PART SECOND, it was deemed unnecessary to introduce the rhetorical notation. It will be seen, however, that an occasional direction is given at the head of the lessons, sometimes with, and sometimes without a reference to one or more of the rules which are especially exemplified by the piece. This is designed, both as an aid to the student in preparing himself for the reading exercise, and as a suggestion to the teacher, that he should never neglect to call the attention of his class to such principles of elocution as the lesson exemplifies, and thereby endeavor to secure to each member, a perfect familiarity with the rules, and their practical application.

It is also recommended to students, after they have determined the general character of the language and style of the piece, the kind and structure of the sentences, and the emphatic words, inflections, transitions, tones of voice, etc., which the sentiment requires in order to its most effective delivery, to designate the same with a pencil, in accordance with the notation of the First Part. Such an exercise cannot fail to awaken their minds to the importance of the subject, and, at the same time, to make them critical in the application of elocutionary principles, both in reading and speaking.



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

Distinct articulation may be considered the basis of all correct elocution. Hence, the beauty and harmony of conversation, of reading, and of oratory, must depend in a greater degree upon the acquirement and careful observance of articulation, than upon any other principle. The student, therefore, who aspires to the distinction of being a correct and impressive reader or speaker, may be assured that he can not study it too minutely, or with too untiring perseverance.

As the first step in securing a correct articulation, it will be necessary for the pupil to obtain a correct knowledge of the elementary sounds which the several letters of the alphabet represent. This may be done by carefully studying the following definitions, rules, and tables.

QUESTIONS. What are the general divisions of Part First? What is articulation ! of what is articulation the basis? How then should it be studied? What is the first step in acquiring correct articulation ?

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