is STRESS, in its most simple and elementary state, and in its highest degree. It is a function of the voice, which may be acquired by practice upon the elements, so as to be at the command of the speaker at any time he may wish to employ it, in the utterance of words or syllables. It is necessary to use it in reading or speaking, in various degrees, according to circumstances. We cannot now shew all the important uses to which it may be applied. The student may however, assure himself that the acquisition of it to a public speaker, is worth all his pains; and that the only mode of obtaining it, is by the method of practice we have enjoined.

We will notice the following important applications of stress. I. Vowels form the body of most syllables, and the audible and satisfactory distinctness of all short syllables, in public speaking, depends upon the degree of abruptness and force with which they are exploded by the voice. II. The kind of stress acquired by exploding the vowels, constitutes one of the forms of emphasis. III. This stress is the natural symbol of great energy of feeling.

But independent of emphasis, or the indication of any particular state of the feelings, if words are not marked by a due proportion of percussive or explosive stress, they will not be audible through an extensive space. Brilliancy, sprightliness, and energy of delivery, without which oratory has no existence, and which are essential to render a public speaker interesting, are dependent on a well marked and sustained stress.

As, then, the power of uttering the vowels in the manner described, is `necessary to a distinct articulation of these sounds, (especially in short syllables,) and as it is

one in which even practised speakers* are very often deficient, a table of these elements is subjoined. When the student can explode them with effect, he may be assured he has obtained a mastery over one of the most important uses of his voice, as respects articulation, as well as other points of the art. When a class is to be exercised, each individual should be required to explode every element, found on the table, with the utmost degree of force, united with abruptness, which he can command; and then the whole class should pronounce them in concert. This practice, besides the advantages already mentioned, will be found a more effectual method than any other of obtaining a strong and powerful voice-of strengthening such voices as are feeble, and of giving fullness and strength of tone to all in proportion to their natural capacities.

The student has not obtained that use of his voice which it is the object of the table to teach him, until every sound it contains can be uttered with the suddenness of the report of fire-arms, without any apparent effort preceding the explosion, with a very high degree of percussive force, and with strength and fullness of tone. We should perhaps add, that we greatly doubt whether persons in general will ever gain strength of voice in any other way, than by exploding the elements: and we know that persons with feeble voices have been rendered capable of speaking forcibly and impressively in public, by a perseverance in the practice here recommended.

*I was made sensible, some years ago, by the author of the “Philosophy of the Human Voice," of my own want of sufficient explosive stress, and was induced by his advice, to commence the practice here recommended. I found it completely successful in obtaining the use of the voice.

Articulation is rendered distinct and impressive by a prolongation of certain vowel elements, as well as by giving them percussive force. Many of them can be lengthened in pronunciation, to any desirable extent without altering their distinguishing and appropriate sounds, and with an increase of their beauty and expressiveness.

In prolonging the vowel elements, the student should carefully attend to the following particulars. Their natural and appropriate sound is to be preserved-they are to be altered only in length—there is to be no drawl in their pronunciation, nor any mixture of song-each is to have the character of pure speech. These several particulars will be secured by attending to the following directions.

Let the voice open upon the element with some degree of fullness and abruptness,-let it gradually and equably diminish in volume of sound as it progresses, ending in a feeble vanish of sound into silence. This full opening and final vanish are essential to the preservation of pure speech. The prolongation of the alphabetic elements is an exhibition of quantity in its most elementary state, as their explosion is of percussive stress in its simplest form.

This mode of uttering some of the vowels ensures, by its protracted time, their contradistinguishing impression on the ear, and is besides, a beauty of delivery, the uses of which are to be hereafter more fully treated, in the consideration of the time of the voice or quantity. It is most satisfactorily demonstrated by the teacher's voice, but may be illustrated by the annexed diagram.

O-00.

Supposing the element to be uttered is o, in prolonging it, it will degenerate into the sound of oo, (as before explained,) and the diagram tapering to a point shows the gradual or rather equable decrease of the force from the opening of the element upon the ear, till it dies away in silence.

Table of those Vowel Sounds which can be protracted in utterance without changing their natural expression.

1. Which of the vowel sounds are clear dipthongs by prolongation?

2. Are the vowel sounds susceptible of explosion?

3. What are the circumstances which render the explosion of the vowel sound satisfactory.

4. What are the particular advantages of percussion in the utterance of the vowels?

5. The student is required to explode each vowel sound.

6. By what other means than explosion can the vowels be rendered particularly distinct and impressive? 7. Which of the vowel sounds are susceptible of prolongation?

8. What are the circumstances which should attend the prolonged utterance of the vowel sounds?