1. What does "elocution" mean? What are elocution lessons? Do they exist in Spanish? (page 54)

Elocution= diction pronunciation.
According to the OED: oratorial expression of thought.
p 54= elocution texts ranged from a tendency to undermine the political unity of the kingdom, to deliberate attempts to corrupt the morality of women.

2. What do "polyglossia" and "monoglossia" mean? (page 55)
OED: Polyglossia: coexistence of two or more languages within the same speech community
Monoglossia: only one language.

3. What kind of English does Puttenham recommend? (page 55)

“the poet shall therefore take that usual speech of the cour and that of LONDON AND THE SHIRES lying about London...

4. What does "copious" mean? Look up pronunciation. (page 56, paragraph 2)
OED: Copious= plentiful, abounding in information. Full of matter
PRONUNCIATION: kəupiəs

5. What does "trope" mean? (page 57, para. 2)
OED: Trope= figurative language. Use of word in another sense than the proper to it.

6. Why does Crowley call the standardization process a war? (page 57)
there are two points to support that account:
1)the linkage of language and war was a very common trope in the eighteenth century. Act of Union 1707 conjoined Scotland to England and Wales (GB in war with France).
2) predominance of figurations o war is not often encountered in standard histories or theoretical accounts of the period.

7. Wat does "encomium" mean (page 58, para. 2)
OED: Encomium= common highflown. Expression of praise, panegyric.

8. Who wrote the "Proposal for Correcting, Improving and Ascertaining the English

Tongue" (1712)? (page 59) Swift, a TORY.

9. Do Johnson and Swift agree that the English language has degenerated? (page 60)
Johnson’s plea in the plea in the Preface to the Dictionary: ‘tongues like governments, have a natural tendency to degeneration; we have long preserved our constitution, let us make some strugle for our language.

10. Swift proposed an academy. Who else? (page 61)
L’Académie Française by Louis XIII, Dryden, Defoe, Addison, Wilson.

11. Why were the Whigs (See Whigs and Tories in Wikipaedia) against an academy? (page 61, bottom of page)
Whigs were alienated by Swift’s essay, The academy was identified, to Whig eyes with France, and thus with the Stuart claimants to the monarchy; and second, it had been instituted by Cardina Richelieu, an aristocratic Catholic.

12. What does Sheridan mean by "the genius of our people"? (page 62, para. 4)
The English: free thinking, independent, able to engage in rational discussion in order to produce consensus, able to obey the laws in good.

13. What reason does Swift give for the "decay of Latin" (page 63, bottom)
1) Change of their Government into a Tyranny, which ruined the Study of Eloquence.
2) great number of foreign Pretenders into Rome: Invasion from Goths and Vandals.

14. What does "suffer" in line 2 of page 66 mean?
15. Who was the first person, involved in German cultural nationalism, to make the link between language and nation? (page 67 para. 2) It was necessary to first establish the link between language and nation at a theoretical level and it is with that linkage that we can start. It is HERDER the first to proclaim this link, and that his idea was taen into German Romanticism and eventually transposed into the various forms of cultural natonalism which arose across Europe in the nineteenth century.

16. What was Sheridan's solution to the problem of divergence in pronunciation? (page 69, bottom)
The cleargy should be taught pronunciation in order that they could act as the medium by which itcould be propagated. Chuch, state and the principles of elocution are yoked together in an attemt by centripetalising forces to bring about a new linguistic and historican order.

17. How did several authors describe other European languages? Do you agree with this kind of classification? (page 71)
PEYTON: Italian is pleasant, French delicate, Spanish majestical, Dutch manlike
LEMON: compared with English, French was flimsy, Italian was neat, Spanish grave, High Dutch belgic and Teutonic tongues were natively hoarse and rough.
WILSON: ...English the voice of freedom.

18. In which novel did Daniel Defoe capture the "colonial fantasy"? (page 72, top)
Defoe captured colonial fantasy with Friday, an ambitious to be conquere and given language by such a brave and generous man as Crusoe. For the purposes of colonialism, the slave had to be brought to speak his master’s language.

19. Locke thought that learning Latin was not necessary for which group of people?

(page 77 -also 75) Latin, an unnecessay accomplishment for tradesmen

20. How did learning to speak English using standard English empower people? (page78)
The importance of a correct mode of expression in business is sufficiently obvious...all who are engaged in transactions of commercial life may be assured that the acquisition will procure them respect and be highly conducive to their advancement in life.

21. What kind of English is deemed to be "proper" English? (page 80, bottom-page 81,top)
The language properly so called is found in the upper and middle ranks.

22. How was the inculcation of linguistic patterns carried out with middle-class children (page 84, bottom, page 85, top) Rewards and punishments went hand in hand in the whole process of giving children the orthographic and semantic skills required for their social position.

23. What was the purpose of training women linguistically in the 18th century according to Crowley? (page 90, middle)
Women were to be linguistically educated then for tow purposes: to fulfill the role of the mother, passin on pure language to the child and to act as companion to the male in the public sphere. According to Wilson if a linguistic and intellectual improvement were not undertaken by women then the nation itself would suffer.

24. Why did Locke warn against children talking to servants? (page 93, top)
Servants contituted one specific source of concern. Locke warned against intercourse between children and servants: “........for the contagion of these ill precedents horribly affects children”

25. What was the difference between the mistakes made by the working classes and those made by the gentry according to Sheridan? (page 96, bottom
Mistakes in the working-class speech, since although the gentry were susceptible to error, Sheridan argues thar, unlike working-class speech, the gentry’s mistakes are not structural. Their deviations being for the most part, only in certain words.

UPPER CLASS: occassional mistakes
LOWER CLASS: structural mistakes.