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Mrs. M. You thought, miss! I don't know any business you have to think at all: thought does not become a young woman. But the point we would request of you is, that you will promise to forget this fellow-to illiterate him, I say, from your memory.

Lydia. Ah, madam, our memories are independent of our wills. It is not so easy to forget.

Mrs. M. But I say it is, miss! there is nothing on earth so easy as to forget, if a person chooses to set about it. I'm sure I've as much forgot your poor dear uncle, as if he had never existed: and I thought it my duty so to do; and let me tell you, Lydia, these violent memories don't become a young woman.

Sir A. Why, sure, she won't pretend to remember what she's ordered not? Aha, this comes of her reading.

Lydia. What crime, madam, have I committed, to be treated thus?

Mrs. M. Now don't attempt to extirpate yourself from the matter; you know I have proof controvertible of it. But, tell me, will you promise to do as you're bid? Will you take a husband of your friend's choosing?

Lydia. Madam, I must tell you plainly that, had I no preference for any one else, the choice you have made would be my aversion. Mrs. M. What business have you, miss, with preference and aversion?-they don't become a young woman; and you ought to know, that as both always wear off, 'tis safest in matrimony to begin with a little aversion. I am sure I hated your poor dear uncle before marriage as if he'd been a blackamoor; and yet, miss, you are sensible what a wife I made!—and when it pleased heaven to release me from him, 'tis unknown what tears I shed. But suppose we were going to give you another choice, will you promise us to give up this Beverley?

Lydia. Could I belie my thoughts so far as to give that promise, my actions would certainly as far belie my words.

Mrs. M. Take yourself to your room;-you are fit company for nothing but your own ill humors.

Lydia. Willingly, ma'am;-I can not change for the worse.

Mrs. M. There's a little intricate hussy for you!

(Exit.)

Sir A. It is not to be wondered at, ma'am; all this is the natural consequence of teaching girls to read. Had I a thousand daughters, by heaven! I'd as soon have them taught the black art, as their alphabet!

Mrs. M. Nay, nay, Sir Anthony, you are an absolute misanthropy.

Sir A. In my way hither, Mrs. Malaprop, I observed your niece's maid coming forth from a circulating library!-she had a book in each hand-they were half-bound volumes, with marble covers! From that moment, I guessed how full of duty I should see her

mistress!

Mrs. M. Those are vile places, indeed!

Sir A. Madam, a circulating library in a town is an evergreen tree of diabolical knowledge! It blossoms through the year!—and depend on it, Mrs. Malaprop, that they who are so fond of handling the leaves, will long for the fruit at last.

Mrs. M. Fie, fie, Sir Anthony, you surely speak laconically.

Sir A. Why, Mrs. Malaprop, in moderation, now, what would you have a woman know?

Mrs. M. Observe me, Sir Anthony-I would by no means wish a daughter of mine to be a progeny of learning; I don't think so much learning becomes a young woman. For instance-I would never let her meddle with Greek or Hebrew, or algebra, or simony, or fluxions, or paradoxes, or such inflammatory branches of learning -neither would it be necessary for her to handle any of your mathematical, astronomical, diabolical instruments; but, Sir Anthony, I would send her, at nine years old, to a boarding-school, in order to learn a little ingenuity and artifice. Then, sir, she should have a supercilious knowledge in accounts; and as she grew up, I would have her instructed in geometry, that she might know something of the contagious countries;-but above all, Sir Anthony, she should be mistress of orthodoxy, that she might not misspell and mispronounce words so shamefully as girls usually do; and likewise that she might reprehend the true meaning of what she is saying. This, Sir Anthony, is what I would have a woman know; and I don't think there is a superstitious article in it.

Sir A. Well, well, Mrs. Malaprop, I will dispute the point no further with you; though, I must confess that you are a truly moderate and polite arguer, for almost every third word you say is on my side of the question. But, Mrs. Malaprop, to the more important point in debate-you say, you have no objection to my proposal?

Mrs. M. None, I assure you. I am under no positive engagement with Mr. Acres; and as Lydia is so obstinate against him, perhaps your son may have better success.

Sir A. Well, madam, I will write for the boy directly. knows not a syllable of this yet, though I have for some time had the proposal in my head. He is at present with his regiment.

Mrs. M. We have never seen your son, Sir Anthony; but I hope no objection on his side.

Sir A. Objection-let him object if he dare. No, no, Mrs. Malaprop; Jack knows that the least demur puts me in a frenzy directly. My process was always very simple: in his younger days 'twas "Jack, do this,"-if he demurred, I knocked him down; and if he grumbled at that, I always sent him out of the room.

Mrs. M. Ay, and the properest way, o' my conscience! nothing is so conciliating to young people as severity. Well, Sir Anthony, I shall give Mr. Acres his discharge, and prepare Lydia to receive your son's invocations; and I hope you will represent her to the Captain as an object not altogether illegible.

Sir A. Madam, I will handle the subject prudently. Well, I must leave you; and let me beg you, Mrs. Malaprop, to enforce this matter roundly to the girl-take my advice, keep a tight hand; if she rejects this proposal, clap her under lock and key; and if you were just to let the servants forget to bring her dinner for three or four days, you can't conceive how she'd come about.

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Abdominal muscles, 142
Academic mode, the, 32
Acting, 17

Accentuation, 248
lists for, 186

Acoustics and quality, 203
Action, and crowds, 76

and the audience, 75
and the eye, 75
and the speaker, 72

the foundation of speech, 67
Activity for activity's sake, 322
Adulthood, as learning period,
418

Adversative conjunctions, 328
Advocate or academician, 43
Esthetics of speaking, the, 46
Age of learner, and speech
training, 414
Allusions, 389

Alphabet, the phonetic, 172
Ambiguity in writing, 425
Analogy, speech of, 361
Animal speech habits, 403
Animation, 72

APPROVED SPEAKING MODE, THE,

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Babyhood, as learning period,
415

Balanced speaking and balanced
body, 73

Belief, four sources of, 354
"Be natural," 22

Bodily defects and learning, 419
Bodily punctuation, 104
Breathing, 141

Breathing, control of, 143

"Breathy" tone, 162

Brief, as outline, 343

example of, 344

Broken rate and conversation,
243

C

Carrying thought, 27-28
Carus quoted, 413

Causal relations, speeches of, 362
Changes in elements, 197-199
Childhood, as learning period,

415

Classification, outlining for, 341

speeches of, 363

Class room, and learning, 64
Climax, 397

Coherence, basis of, 326

tested by conjunctions, 326
Common reading, 15

Communication as carrying
thought, 26

Compound stress, 240

Conciliatory method of develop-

ing

exercise in. 363-366

Conference, conversation, 12

Conjunctions, kinds of, 327
the test of logic, 326, 329
Conscious imitation, 406
Consonants and resonance, 155
lists for practice of, 184-185
Content, differences in, in writ-
ing and speaking, 430
Conversation conference, 12
Conversational manner, and
speaking in public, 36
Conversational mode compared,
29

description of, 37
Convince, outlining to, 346-349
Convincingness, 24

of ideas, four sources of, 354
Conversation as the norm, 21
Coördination, 73

and gesture, 111
Creative activity, 326
Criteria of action, 79
Criticism and learning, 406
Culture level and audience, 47
Cumulative conjunctions, 327 ·
Cure for awkwardness, 83

D

Degrees of force, 219

Delicacy and training, 48
Details, study of, 383
logical, 383-390

DEVELOPING THE OUTLINE, 353
Developing topic sentences, 353
Diaphragm, 142

Dictionary, how to use, 187
Didactic method of developing

outline topics, 358, 360
exercises in, 361-362
Differences, between speaking

and writing, 424

in modes, 29

Diphthongs and resonance of, 153
Directness, standard of, 22
Disjunctive conjunctions, 329
Distance of slide, 271

Divert, outlining to, 335-337

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