Good reading resembles natural and
agreeable conversation. He is a good reader, who, if concealed
from sight, might be supposed to be talking to a friend. His
language and tone of voice will be natural, and you would
scarcely be aware that he had a book in his hand. Hence, the
best rules for reading are derived from observing the manner
in which sensible persons express their thoughts when engaged
in conversation. The most important directions for reading are
the following:
I. Articulation or giving to each
letter, each syllable, and each word its full and proper
sound.
Avoid the omission, or improper sound of
unaccented vowels. Never say sep'rate for separate; ev'dent
for evident; partic'lar for particular.
Guard against the omission, or feeble
sound of the last consonant in a word. Never say an' for and;
mornin' for morning; objec' for object: conflic' for conflict.
Avoid uniting in one word syllables that
belong to different words. For example: "an dan angels
poke," say "and an angel spoke." "A youth
tofor tunan tofa munknown," say "A youth to fortune
and to fame unknown."
But, in observing these rules, avoid the
opposite extreme of stopping and hesitating, or uttering
little and unimportant words with too much distinctness and
emphasis. This is often the fault with children when beginning
to read, and sometimes also with grown persons.
II. Accent. By accent is meant the
peculiar force given to one or more syllables in a word. This
must be pointed out by the teacher, who must learn it from the
best dictionaries and speakers. In many school books a mark
like this is used to show what syllable is accented as compel,
marine, aristocratic. Some words have two accents, and then a
mark like this is placed over the first, as education,
multiplication, denomination. Accent is very important,
inasmuch as some words which are spelled alike. have different
meanings, and can only be distinguished by the accent--as
"why does your absent friend absent himself. "Buy
some cement, and cement the brick." "My increase is
taken to increase your wealth." Accent often shows
opposition of meaning--as "he must increase, but I must
decrease." "He that descended is the same also that
ascended."
III. Emphasis. This is a peculiar force
given to one or more words in a sentence. Accent refers to
syllables; Emphasis, to words. When we wish to give particular
importance to a word, we use Emphasis, and pronounce it in a
loud or strong manner, as, "how dare you talk so!"
"Either go on quickly, or else come back!" Emphatic
words are often printed in Italics, and sometimes in CAPITALS.
Persons in common conversation frequently use Emphasis, and so
also will we do, if we understand the subject we are reading
about. We thus show that we are earnest. Sometimes the same
word is repeated, and becomes more and more emphatic by simply
raising the voice and speaking louder each time, as, "The
foe advances--to arms! to ARMS! to ARMS!" "None but
the brave, none but the BRAVE, none but the BRAVE deserve the
fair?" By using Emphasis we save and strengthen language,
and avoid repetition. A celebrated preacher, many years ago,
could utter the little interjection, O, in such an emphatic
manner as to make his hearers tremble. Emphasis indicates
great earnestness and strong feeling, and is often accompanied
with gestures and a peculiar expression of the eye.
IV. Inflection. This is a bend, or
slide, in the voice, much used in good reading and speaking.
It is very important, and most of the faults into which
children fall, arise from neglecting it. Hence the drawling,
whining and sing-song way in which many read.
There are three inflections--the rising,
the falling and the circum flex.
The rising inflection requires the voice
to go up, and is used in asking a question, as, "Are you
sick? will you go home?"
The falling inflection requires the
voice to fall, and is used in answering a question, as,
"Yes, I am sick. I will go home."
The circumflex is the union of the two
others on one word or syllable, causing the voice to rise and
fall like a wave, as, "He has acted very
courageously."
These three inflections, when properly
used, give variety, beauty force and meaning, both in speaking
and reading, in poetry and prose. The many other cases in
which the inflections are to be observed, and the uses to
which they are to be applied, can be best learned by careful
practice under the direction of a careful and educated
teacher.
As to tones, pitch, modulation, etc.,
and the difference between the proper reading of poetry and
prose, we do not think it needful to lay down any particular
rules in these general directions. These are topics which it
is better to confide to every conscientious and intelligent
teacher.
Directions for Punctuation are given in
the "Texas Spelling Book," and need not be repeated
here.
