and for the assistance of teachers who may feel desirous of prosecuting the subject of enunciation beyond the necessary limits of the elementary lessons and exercises in the first part of the book. The object in view in the appendix may, at first sight, appear so distinct from that of the lessons contained in the body of the work, as to require a separate volume. But a due attention to the subject, will, it is thought, be sufficient to show, that as the design of instruction in this department of elocution is to supply elementary deficiencies, whether in the young or in adults, it was necessary for the purposes of the latter, as much as of the former class of students, that the book now offered to them should furnish a manual for practice on the rudiments of enunciation. When the following pages are used in the instruction of young children, the lessons should be commenced with those exercises in enunciation, in which the words are chiefly monosyllables. Boston, June, 1830. ADVERTISEMENT TO THE SECOND EDITION. A change in the order and succession of the pages, has been made in this edition. This alteration is designed for the greater convenience of using the book in primary and other elementary schools, in which the teacher's first endeavor should be to have the pupils well grounded in the elements of the language, so as to anticipate and prevent the forming of incorrect habits of enunciation. Teachers who make use of the work with pupils who have already fallen into habitual faults, may find it useful, perhaps, to commence with the exposition and classification of errors, as occurring in the lesson on articulation. To meet the views of teachers who prefer to follow rigidly Walker's system of pronunciation, a few words have been suppressed, in arranging the classes of words presented as exercises. Boston, Nov. 1830 EXERCISES IN ENUNCIATION. Note to Teachers.-The following exercises embrace all the elementary sounds of the English language, with the most important among those that occur in combinations which are liable to mispronunciation. A correct and careful articulation of them, if practised with due frequency and continued for a length of time sufficient to render accuracy habitual, will secure a distinct and appropriate enunciation in all exercises of reading and speaking. To attain this result, the following points require particular attention, on the part both of the pupil and the teacher: 1st. That the exercises be always performed with great force and clearness of articulation, so as to become a useful form of discipline to the organs. The aim of the learner should be, in every case, to give the utmost articulate force of which his voice is capable. 2d. The sound of each element should be perfectly at command, before the pupils are allowed to proceed to the enunciation of the words in which they are exemplified. 3d. Great care must be taken to avoid a formal and fastidious prominence of sound on unaccented syllables: every word, though uttered with the utmost energy, must retain the proportions of accented and unaccented syllables in their natural and appropriate pronunciation. Table of the Elementary Sounds of the English Language. [The elements contained in this table should be practised, with and without the words in which they are exemplified, with great attention to accuracy, and repeated as a daily preliminary exercise.] VOWEL SOUNDS. 10. I, as in Pine; 1..1, as in the word Y, as in Rhyme. Fate; AI, as in Ail; AY, as in Lay. 2. A, as in Far; AU, as in Launch. 3. A, as in Fall; 4. A, as in Fat 9. E, as in Err;* OA, as in Oak; 13. O, as in Move; U, as in Tub. 17. U, as in Tube. 18. U, as in Pull;t O, as in Wolf. DIPHTHONGS. 19. OI, as in Oil; OY, as in Boy. 20. OU, as in Pound; OW, as in Down. * See exercises,' on these sounds. + Not properly a separate sound, but rather that of No. 13, shortened. 3 CONSONANTS. Labial Sounds. 21. B, as in Bulb. PH, as in Phial; Dental Sounds. 27. D, as in Dead. 28. T, as in Tent. 29. TH, as in Thin. 30. TH, as in Thine. 31. J, as in Joy; G, as in Giant. 32. CH, as in Church. 33. SH, as in Shape; TI, as in Nation; CI, as in Gracious; CE, as in Ocean. 34. S, as in Hiss; C, as in Cipher. 35. S, as in Trees; Z, as in Haze. 36. S, as in Measure. Palatic Sounds. 37. K, as in Key; C, as in Cake; CH, as in Chorus; Q, as in Queen. 38. G, as in Gag. 39. Y, as in Ye. Nasal Sounds. 41. N, as in No. 42. NG, as in Sing; N, as in Finger, Sink. Sound of L. 43. L, as in Lull. Trilling Sounds. 44. R, as in Rude. 45. R, as in War.† Palatic and Dental Sounds combined. 46. X, as in Ox; † 47. X, as in Example. These sounds constitute all the elements of articulation in the English language. The exer * Properly the same with No. 13, but shortened still more. + See exercises,' on the letter R. + Properly combinations formed by the union of Nos. 37. and 34, and of Nos. 38 and 35. cises which follow are merely various examples of these rudiments, as they occur in different combinations; and the extent to which the exercises are carried, has been regulated by the tendencies of the young mind to inadvertency and forgetfulness, rather than by the absolute necessity of the case, as regards the actual number of the elements themselves. The exercises are also designed for lessons in pronunciation; and on this account it was necessary that they should be rendered as copious as possible, since this branch, not less than that of articulation, is much neglected in early instruction. EXERCISES IN ENUNCIATION, Embracing the Elements of Articulation and the Rules of Pronunciation.* SOUNDS OF THE VOWELS. A as in the word Fate: Ai as in Ail, Ay as in Lay. The sound of A mentioned above is marked by Walker as the 'first' sound of this letter: it might be conveniently designated as the long name sound, from its quantity or length, and the circumstance of its forming the alphabetical name of the letter. * These exercises are chiefly a transcript from Angus's compend of Fulton's system of Orthoepy, and Smart's Practice of Elocution. The words in the tables should be read with great force and distinctness: they may thus be made a useful organic exercise for imparting strength and pliancy of voice, as well as energy and clearness of articulation; they may serve also for mechanical discipline on inflections, if read in successive portions as marked in a few instances. The grave accent, or falling inflection, (') denotes the downward slide of voice as heard at a period: the acute accent, or rising inflection, (') denotes the upward slide usually heard at a comma. The application of these inflections is not necessary to practice in articulation, and |