NOTE: Webster gives the following exceptions: (a) găff; (c) bāss (base), bass (in bass-relief), crăss; (d) hăst; (ƒ) wasp (wŏsp); (g) askănce, finance, romance; (h) rănch; (i) cănt, plănt, Levănt, rănt, want; (k) wräth. In only three of these does the Century dictionary, differ from Webster's: ǎsp (all meanings); bass-relief (bä-relief or bås-relief), rånch and råncho (a stock farm).

Webster and the Standard mark the three words command, demand, remand (and the Standard reprimand also) with the short Italian sound of the a; yet there seems no good reason evident why these words should not be pronounced like the monosyllables having the same ending, which all authorities mark with short a; as, — and, band, bland, brand, gland, grand, hand, land, sand, stand, strand. An exception from this class is wand (wond), where the effect of the w is seen.

To Western ears some of these words sound very odd when pronounced with the short Italian a; yet our Scottish or English or Canadian laborers, whose pronunciation reflects Worcester's dictionary, would thus speak them. In some Eastern States these words are given even the long Italian a sound.

IV Mental: Is there any excuse for saying yit, git, yis, for yet, get, yes, as some careless speakers do?

V Oral: Pronounce aloud words beginning with w or with qu (equal to kw) until you see that w before a usually changes the a sound, as in want, war, was, wasp, quart, quandary.

A few brief stanzas may be well employed
To speak of errors we can all avoid.
Learning condemns beyond the reach of hope
The careless churl who speaks of soap for sōap;
Her edict exiles from her fair abode

The clownish voice that utters road for road;
Less stern to him who calls his coat a coat,
And steers his boat believing it a boat.
She pardoned one, our classic city's boast,
Who said, at Cambridge, most instead of mōst;
But knit her brow, and stamped her angry foot,
To hear a teacher call a root a root.

Once more, speak clearly, if you speak at all;
Carve every word before you let it fall;
Don't, like a lecturer or dramatic star,

Try over-hard to roll the British R;

Do put your accents in the proper spot;

Don't- let me beg you · don't say "How?" for "What?"

And when you stick on conversation's burs,

Don't strew the pathway with those dreadful" urs.'

Oliver Wendell Holmes.*

* Reprinted by permission of Houghton, Mifflin & Company, authorized publishers of Holmes' works.

CHAPTER XV

THE ART OF CONVERSATION

Closely related to the art of pronouncing words well is the equally desirable art of conversing well. Perhaps it has never occurred to you that practice may be required in order to gain skill in conversation. You can see at once that a good talker is not always a good converser; for altho a man talk glibly to himself or to an audience all day, in this there is none of the give-and-take element of which real conversation is always made. If, however, he should supply a fancied companion, he may perhaps then carry on an imaginary conversation almost as interesting as a real one.

First in importance, doubtless, to American children who wish to learn both to talk well and to converse well is the necessity of acquiring a well-controlled voice. The American voice has long been denounced for its harsh, rasping quality, its shrillness, its rough tones, and, in general, its lack of refined good-breeding. All this is chiefly a matter of habit and hence can be changed by gaining a new and better habit in place of the old. It is said that among a group of tourists of a dozen nationalities, Americans might almost always be picked out at once by anyone who should listen blindfolded to a general conversation among all. This may be true, in part, because each nation has its peculiar quality of voice as well as its own manner of using the voice. I almost dislike to tell you that, on the whole, American women have been more criticised for bad voices than have their brothers.

Some persons have very kindly laid our great national defect in tone to our climate; but a more reasonable cause lies in our habits of living, which have thus far been too nervous and hurried

to allow due consideration of the gentler graces. It is now high time that children be asked to cultivate the things which are gracious and charming as well as the things which are wise. It is good to be wise, but it is equally good to be gentle and well-bred. There is all the difference imaginable between the present amount of our world-happiness and that which might be ours, if but just a little attention should be given by every school child to acquiring a smooth, musical tone. This should soothe and please because of its beauty, whether or not one agree with the sentiments it utters.

Perhaps you are wondering why I did not tell you that the first thing in a good conversation is to have something interesting to talk about. But is it not true that anything and everything is interesting upon the lips of some persons? The prattle of babies is often quite as entertaining as the chatter of their older brothers and sisters. It is largely the point of view that gives interest to things we talk about. Even commonplaces take on a new value, when accompanied by courtesy in manner, and an unselfish desire to please.

Do not fancy that every time one's lips open, a wise or a profound remark should drop. Conversation of the ideal sort is a lively interchange of personal ideas upon topics of common interest, and not at all a heavy, dull affair for the imparting of information. The small-talk of society is a necessary and useful thing. Even small-talk upon some lips will sparkle and flash like crystals; and the humblest man or woman, or woman, tho lacking wit, wisdom, and sparkle, may yet possess the qualities of fineness, grace, and courteous regard for what will interest others.

Surely, I do not need to repeat that courtesy is one of the first requisites in all enjoyable conversation. Not to contradict nor interrupt should be a first home lesson in courtesy for every child. But if he have not learned this in his home, he must teach it to himself just as soon as possible. Contradicting and interrupt

ing are things almost too rude to merit discussion here; and no pleasant conversation can be carried on when either party does one or the other. Rude or unkind remarks are indeed like the reptiles which dropped from the lips of Rose-red in the old fairytale; while gentle and polite ones are like the jewels which fell from the lips of Rose-white.

A good listener usually makes a good talker of his companion at least, and quite possibly of himself also. Hence, an early lesson in conversing is to learn to listen with careful and respectful attention to whatever others may say. And it is not enough to pretend interest: we should oblige ourselves to feel an honest and unselfish interest in all that concerns our friends and companions.

There is an old and witty saying which defines a bore as "a person who insists upon talking about himself, when you wish to talk about yourself." Herein lies a hint of wisdom for all who wish not to be bores. Genuine conversation always implies mutual interest. One who forces unwelcome talk upon another makes himself a bore. The following newspaper story illustrates this:

Professor Robert L. Garner, the African explorer, is frequently the target of wits, but happily he has an effective method of protecting himself against their assaults.

On one occasion, while breakfasting in the queen's domains, an offensive little Englishman took a seat beside him and began a bombardment of senseless affirmations.

"It's a cold day!" quoth the stranger.

"Yes," said the professor, courteously.

"This is a large dining-room!" was the next original comment, and so on during the entire meal.

Professor Garner is at all times the most approachable of men, but as this youth was incapable of thrusting out the ghost of a peg on which to hang the conversation, Professor Garner contented himself with mono