This article was downloaded by: [North Carolina State University]On: 08 December 2014, At: 11:11Publisher: RoutledgeInforma Ltd Registered in England and Wales Registered Number: 1072954Registered office: Mortimer House, 37-41 Mortimer Street, London W1T 3JH, UK

Quarterly Journal of SpeechPublication details, including instructions for authors andsubscription information:http://www.tandfonline.com/loi/rqjs20

Briefly notedC. Horton Talley a , Orville A. Hitchcock b , HarveyCromwell c , Johnnye Akin d , Donald E. Bird e , Guy A.Cardwell f , James J. Stansell g , Donald C. Bryant f , W.M. Parrish h , Franklyn S. Haiman i , Audrey A. Simmons j

, Willard Bellman f , Lee Norvelle k , E. J. West l , MardelOgilvie m & Earnest Brandenburg fa Southern Illinois Universityb State University of Iowac Mississippi State College for Womend University of Denvere Stephens Collegef Washington Universityg Los Angeles State Collegeh University of Illinoisi Northwestern Universityj Central Inistitute for the Deafk Indiana Universityl University of Coloradom Queens CollegePublished online: 05 Jun 2009.

To cite this article: C. Horton Talley , Orville A. Hitchcock , Harvey Cromwell , JohnnyeAkin , Donald E. Bird , Guy A. Cardwell , James J. Stansell , Donald C. Bryant , W. M.Parrish , Franklyn S. Haiman , Audrey A. Simmons , Willard Bellman , Lee Norvelle , E. J.West , Mardel Ogilvie & Earnest Brandenburg (1953) Briefly noted, Quarterly Journal ofSpeech, 39:3, 376-379, DOI: 10.1080/00335635309381891

To link to this article: http://dx.doi.org/10.1080/00335635309381891

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376 THE QUARTERLY JOURNAL OF SPEECH

the sentences "Last night/ I went skating/ inthe park.//" (Vol. Ill, p. 63) and "Soon/ littlecompanies of men/ were coming swiftly/ fromevery direction.//" (Vol. IV, p. 27) may be ac-ceptable. But a teacher should not ask childrenwho read well and who will not normally pauseafter skating or men to follow this set pattern.Whether the best way to teach children tophrase accurately is to ask them to follow sucha pattern is extremely doubtful.

Generally the authors have written the ma-terial on pronunciation from a descriptive pointof view. Some teachers may question their criti-cism of a t in often and an h in forehead, be-cause some authorities do accept these pro-nunciations.

On the whole each text provides excellentguidance. Many elementary school teachers,however, will prefer not to use a language-artstext but to plan with their children experiencesdirectly related to their interests and to buildtheir language arts program around these ex-periences.

MARDEL OGILVIE,Queens College

BRIEFLY NOTED

FUNDAMENTALS OF PUBLIC SPEAKING.By Donald C. Bryant and Karl R. Wallace.(Second edition). New York: Appleton-Cen-tury-Crofts, Inc., 1953; pp. xiv+493. $4.00.The most striking change from the 1947 edi-

tion is the format. A more skillful use of spaceand typography in the composition of the bookadds greatly to its attractiveness and usability.The inner change is symbolized by the montageof illustrations from the book (the first editionwas not illustrated) which have become thecover of the new edition. There is considerablere-arrangement of materials. New elements inthe book include a superb chapter on visualmaterials and an excellent one on language.Brief introductions to group discussion andparliamentary procedure have also been added.The book is eminently practical and usable;the order of materials is sensible; the assign-ments are varied and helpful. The inclusion ofsample speeches (now grouped in an appendix)has been continued; some newer and betterspeeches have been added.

C. HORTON TALLF.Y,Southern Illinois University

BASIC TRAINING IN SPEECH. By LesterThonssen and Howard Gilkinson. (Secondedition). Boston: D. C. Heath and Co., 1953;pp. 494. $4.00.

This edition is a careful revision of a well-known fundamentals text, first published in1947. Intended for the first course in speech incollege, the book has units on the nature andimportance of speaking, basic skills, speechcomposition, forms of speaking (reading aloud,debate, discussion), research in speaking (ex-perimental and historical). Both the text andthe exercises have been revised. Some chaptershave been condensed, and new material hasbeen added, including three speeches for studyand a summary of experimental and theoreticaldata published since 1947. This practical text-book has a sound point of view.

ORVILLE A. HITCHCOCK,

State University of Iowa

AN INFORMAL GUIDE TO PUBLIC SPEAK-ING. By William Freeman. Edited by QuincyHowe. (Revised edition). New York: Simonand Schuster, 1953; pp. xiv+141. $2.95.

This book is a revision of William Freeman'sHear, Hear! Quincy Howe edited the revisionand added material on radio and televisionspeaking. It provides interesting, humorousreading of suggestions for avoiding the commonpitfalls that confront the amateur speaker.Although many helpful do's and don't's aregiven, the book fails to present a satisfactorytreatment of the speaker-listener situation. Thetendency to oversimplify is strong—do this, andthe problem or defect will be mastered.

HARVEY CROMWELL,

Mississippi State College for Women

NOTEBOOK FOR VOICE AND DICTION. ByLyle V. Mayer. Dubuque, Iowa: Win. C.Brown Co., 1953; pp. vii+168. $2.50.

The author states in this notebook the follow-ing four objectives: (1) Establishing standardsof good voice; (2) Developing an awareness inthe student for good voice; (3) Providing thestudent with sufficient theoretical backgroundnecessary for training the voice; and (4) Provid-ing practical exercises for purposes of exampleand practice in the production of good voice.

Unfortunately the book presents little that isfresh either in material or in organization. Theinterchanging of phonetic symbols with diacrit-ical markings is confusing, misleading, anderroneous. The notebook seems to be slantedfor a particular rather than a general coursein Voice and Diction.

JOHNNYE AKIN,

University of Denver

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NEW BOOKS IN REVIEW 377

COMMON ERRORS IN ENGLISH AND HOWTO AVOID THEM. By Alexander M. Wither-spoon. (Everyday Handbook Series. #240).New York: Barnes and Noble, Inc., 1952; pp.344. $1.25.

This is a paper-back reprint of a handbookpublished in 1943, apparently unrevised. Part Iis "A Guide to the Correct Meaning o£ WordsFrequently Mis-used." Words and phrases arelisted alphabetically with a brief statement ofstandard meaning as of 1943. In Part II thecorrect pronunciation of words frequently mis-pronounced is indicated. The section on spelling(Part III) includes the traditional rules, aids, andcautions, together with page-filling lists ofwords. At the end of the book are brief andadmittedly incomplete sections on pronunciationof proper nouns and foreign words and phrases.The handbook is a fairly complete guide tocorrectness as correctness was denned by middle-of-the-road grammarians in 1943.

DONALD E. BIRD,

Stephens College

AMERICAN PROBLEMS TODAY. By RobertRienow. Boston: D. C. Heath and Co., 1953:pp. xv+704. $4.00.This text for social studies at the high school

level presents a series of contemporary problemsby reviewing briefly the history of each, statingthe issue, surveying the current situation, char-acterizing the groups interested, and citingopinions from group leaders. Emphasis is onimportant, practical issues; and an effort ismade to induce the student to analyze, dis-criminate, and form his own opinions. Themethod is good, and the text is unusually wellillustrated, but the language, like that in manytexts for high schools, is sometimes elaboratelyflatulent, mush in the mouth.

GUY A. CARDWELL,Washington University

THE WRITER IN AMERICA. By Van WyckBrooks. New York: E. P. Dutton and Co.,Inc., 1953; pp. 203. $3.00.Justifying his personal philosophy of literary

criticism, the author catalogs the evils of con-temporary critics: overemphasis upon disciplinedtechniques without recognition of the impor-tance of content; unfriendly regard for thehuman race; loss of the humanistic point ofview. Lack of an American tradition and ourtormented, overwhelmed "silent generation"further impede creative writers. Concludingthat modern •writers must have " . . . a faithin life and the goodness of man . . . ," he

insists that culture be defended against theprevailing barbarism in life and literature.

JAMES J. STANSELL,Los Angeles State College

PEOPLE, PLACES, AND BOOKS. By GilbertHighet. New York: Oxford University Press,1953; pp. x+277. $3.50.This collection of thirty delightful radio talks

about books and the worlds in books, by thescholar, teacher, literary critic, and writer uponeducation, does credit to the author, the sponsor(the Oxford University Press), and the institu-tion of radio. On such varied subjects asT. S. Eliot, Oxford, Shakespeare, the West, cook-books, and satire, Mr. Highet exhibits admir-able learning and judgment without either os-tentation or pretension. He has succeeded inpopularizing literacy without debasing the coin.

DONALD C. BRYANT,

Washington University

ALWAYS THE YOUNG STRANGERS. ByCarl Sandburg. New York: Harcourt, Braceand Co., 1953; pp. 445. $5.00.This account o£ Carl Sandburg's youth in

Galesburg, Illinois, is a gold mine of informationfor the sociologist on folk ways and folk think-ing in a prairie town in the last quarter of thenineteenth century. Teachers of speech willregret that it does not have a fuller account ofthe author's impressions of school recitations,the local theatre, and such contemporary oratorsas Altgeld, Ingersoll, Talmadge, and Bryan.Sandburg's biographer need not look elsewherefor the influences which moulded him. Theindex is good.

W. M. PARRISH,

University of Illinois

THE CULTIVATION OF COMMUNITYLEADERS. By William W. Biddle. NewYork: Harper & Brothers, 1953; pp. 203. $3.00.Most of us will accept the propositions that

effective democracy must begin at the grassroots level, and that our educational institu-tions have a responsibility to prepare studentsfor community leadership. Unfortunately notall of us have discovered satisfactory methodsfor attaining these objectives. Mr. Biddle re-ports the action that has been taken at EarlhamCollege, and what has been learned as a result.Through its Program of Community DynamicsEarlham has made the community its classroom,has transformed academic work into a commu-nity service, and has given its students an ex-ceptional opportunity to learn by doing.

FRANKLYN S. HAIMAN,

Northwestern University

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THE QUARTERLY JOURNAL OF SPEECH

SPEECHREADING—JENA METHOD. By AnnaM. Bunger. (Revised edition). Danville, Il-linois: Interstate Printers and Publishers,1952; pp. 109. $2.50.Although this book is a revision of the 1944

edition, much of the material has been re-written, and a chapter dealing with hard ofhearing children has been added.

The revised text, which is interesting andpractical, contains a series of plans for lessonsand practice. The emphasis placed on theproduction of speech makes the book valuableto speech therapists as well as teachers of theJena Method.

AUDREY A. SIMMONS,Central histitute for the Deaf

NOTES ON SCENE PAINTING. By BradfordAshworth. New Haven, Connecticut: Whit-lock's, Inc., 1952; pp. 45. $2.00.This plastic-bound booklet is a concentrated

body of good information on scene painting. Itincludes discussion of many materials andtechniques uncommon to the amateur stage.The first half of the book, which deals specifi-cally with materials, is unusually helpful inspite of its obvious reference to the large scenicstudio. Many of the techniques should havefound their way into the educational theaterbefore now.

The last half deals with painted drops andmay not be as useful, although it is still worthreading.

WILLARD BELLMAN,

Washington University

LIVING THEATRE. Edited by Alice VenezkyGriffin. Foreword by Helen Hayes. New York:Twayne Publishers, 1953; pp. 510. $4.50.In addition to the foreword, preface, and

acknowledgements, the book consists of nineunits, a brief list of discussion questions, and aglossary of theatre terms. Unit I, The Essenceof Tragedy, example: Oresteia; Unit II, Musi-cal Comedy, The Appeal of Romance, example:Mostellaria. Unit III, The Tragic Hero, Chang-ing Concepts From Medieval to Modern, ex-amples: Everyman and Faustus. Unit IV, TheTragedy of Fate, External and Internal Forcesof Tragedy, examples: Romeo and Juliet andWinterset. Unit V, Satiric Comedy, The Foiblesof Men and Manners, example: The Misan-

. thrope. Unit VI, Psychological Drama, Studiesin Frustration, Reality vs. Illusion, example:Hedda Gabler. Unit VII, The Group Play, Manin Relation to Other Men, examples: The SeaGull and Awake and Sing. Unit VIII, Realism,Man as He Is, examples: Maria Magdalena and

Street Scene. Unit IX, Fantasy, example: TheMadwoman of Chaillot.

The examples are wisely chosen to form arich tapestry of classic plays of other countriesserving as background for modern Americanplays.

Miss Hayes's foreword is a highly intelligentand vitalized plea for good theatre.

LEE NORVELLE,

Indiana University

THE THEATER DICTIONARY: BRITISHAND AMERICAN TERMS IN THE DRAMA,OPERA, AND BALLET. By Wilfred Gran-ville. New York: Philosophical Library, 1952;pp. xii+227. $5.00.This potentially valuable volume, published

earlier in England under a shorter title, isunfortunately of dubious value to the generalreader and only of nuisance value to thescholar or theatre-historian. Cavalier and casualin its choice and arrangement of terms, obviouslywrong, highly opinionated, or sometimes "guess-ing" in many of its definitions, it adds to theseerrors in this revised edition, and adds alsoseveral misprints, clearly a great fault in a"dictionary."

E. J. WEST,

University of Colorado

ENGLISH COMPOSITION. By A. F. Scott.London: Cambridge Univ. Press, 1953; BookIII, pp. 107. Book IV, pp. 74. Each $1.00These two volumes are designed for the high

school student of English. Their purpose isto teach him to write clear, plain, colloquialEnglish and to make his compositions coherentand unified. The author has included selectionsin the modern idiom and in a style closely re-lated to spoken language. The subject matteris usually related to the interests of the adoles-cent; as a result, much of it is biographical.Each selection is followed by questions on com-prehension, vocabulary, grammar, and compo-sition. The teacher of English and speech willfind these volumes helpful in guiding the stu-dent toward clear, concise, and connected writ-ing-

MARDEL OGILVIE,Queens College

BRITISH AUTHORS BEFORE 1800. Editedby Stanley J. Kunitz and Howard Haycraft.New York: H. W. Wilson Co., 1952; pp. vi+584. $6.00.

The purpose of this biographical dictionaryis "to bring together in one place, in conciseand convenient form, pertinent biographical and

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NEW BOOKS IN REVIEW 879

critical information . . . of some 650 authors,of both major and minor significance, from thedawn of English literature to Cowper andBurns." Following each of the sketches, whichrange in length from 300 to 1500 words, is a listof the principal works of the author in question,"with dates of original publication as generallyaccepted."

Students of rhetoric and public address willnot be disappointed with the space or emphasisaccorded such well-known figures as Burke,Sheridan, Whitefield, Walpole, and "Junius."This is indeed a collection of "authentic andrepresentative portrayals" that will be a help-ful addition to the book shelves of any one ofus.

EARNEST BRANDENBURG,

Washington University

BOOKS RECEIVED

NEW CHALLENGES TO OUR SCHOOLS.Edited by Sturges F. Cary. The ReferenceShelf, Volume 25, Number 1. New York: H.W.Wilson Co., 1953; pp. 214. $1.75. ("Duringthe past two or three years the schools havefaced unusually severe attacks. Who are thecritics? What are their complaints? Is therea valid defense? What are the schools actuallydoing in the controversial areas?")

THE SPEAKER'S TREASURY OF STORIESFOR ALL OCCASIONS. By Herbert V. Proch-now. New York: Prentice-Hall, Inc., 1953; pp.344. $3.95. ("Five hundred subjects indexedfor easy reference. Over 1000 jokes, epigrams,and stories of all kinds and for all occasions,each one especially selected because of itswide adaptability and proven effectiveness."The first seven pages present general sug-gestions to story tellers.)

AN ENGLISH-READER'S DICTIONARY. ByA. S. Hornby and E. C. Parnwell. London:Oxford University Press, 1952; pp. viii+511.I2.00. ("The intermediate dictionary in agroup of three . . . for students of English asa foreign language. . . . Pronunciation is in-dicated by means of the simplified transcrip-tion approved by the International PhoneticAssociation. . . . Useful lists of prefixes, suf-fixes and common abbreviations are in-cluded.")

EASY TELEVISION PLAYS. By Louis J. Huber.Minneapolis: Northwestern Press, 1952; pp.106. No price listed. (". . . A collection with-

out any long speeches so they may be preparedwith a minimum of rehearsals.")

SHERIDAN'S THE RIVALS. Edited by AlanS. Downer. Crofts Classics. New York: Apple-ton-Century-Crofts, Inc., 1953; pp. xxii+99.35C-

HOME IS THE HERO. By Walter Macken.New York: The Macmillan Co., 1953; pp.114. 52.00. ("An action-packed play withbrilliant characterization. . . . It enjoyed thelongest run of any play in the history of theAbbey Theatre.")

SONNETS FOR EVE AND OTHER POEMS.By Clara Aiken Speer. New York: William-Frederick Press, 1952; pp. 46. |2.oo. ("Theauthor of these delightful little poems . . .writes with tolerance and unusual understand-ing of the problems and triumphs of allwomen, from Eve on down through the ages.")

THE PHILOSOPHY OF MAHATMA GANDHI.By Dhirendra Mohan Datta. Madison: Uni-versity of Wisconsin Press, 1953; pp. xiv+155.Paper cover. $2.50. ("Gandhi himself has leftus no systematic presentation of his philoso-phy. . . . For this difficult and important taskProfessor Datta is peculiarly well fitted, hav-ing been closely associated with Gandhi'smovement for many years and being thorough-ly familiar with both the Indian and Westernbackgrounds of Gandhi's thought.")

CHARACTER BUILDING AND HIGHEREDUCATION. By Ordway Tead. New York:Macmillan Co., 1953; pp. x+129. $2.00. ("The'1953 Lecture' in the "Kappa Delta Piseries.'. . . In colleges of the United States,the author finds, there is a moral relativismand insensitivity and a lack of direction whichare disturbing. . . . The student outlook andphilosophy are rootless, lacking a sense ofreality. . . . There is no denunciation of theyoung, but rather a constructive program ofaction to help them.")

TWENTIETH CENTURY SPEECH ANDVOICE CORRECTION. Edited by EmilFroeschels. New York: Philosophical Library,1948; pp. 321. $6.00.

BETTER ENGLISH GRADE 11. By Max J.Herzberg, Florence C. Guild, J. N. Hook, andRobert Lowell Stevens. Boston: Ginn and Co..1953; pp. ix+470. $2.72. ("BETTER ENG-

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